Download By Peter Ryan 2008 - Affiliates Marketing Solutions

By Peter Ryan 2008
1
Introduction
The aim of this little ‘teachers’ book is to help you get started as a tutor…. with the basics.
From this, it will be easy to quickly draw up some initial lessons or use just for reference while
tutoring online.
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It is not intended to be exhaustive or even a comprehensive mini grammar. It can be used
for conversational English and revision tutoring as part of conversation English.
The section on materials is in the form of addressing the students – to facilitate your
conversation with them.
It is written from a British English point of view – so feel free to alter pages to suit your own
style and preferences. … especially, if copying as handouts for your students.
It is written in a basic lesson ready style – which may save you some prep time.
Contents
Material for lessons
American versus British English
Homonyms, Homophones etc
Proverbs, clichés & slang
General words, idioms & phrases
Polysyllabic & esoteric words
Expanding vocabulary
Commonly Confused Words
Pronunciation clinic
Basic Grammar Revision
Nouns
Pronouns
Prepositions
Adjectives
Adverbs
Conjunctions and Interjections
The Definite & Indefinite Articles
Verbs
Short Grammar test
Contact me at [email protected]
For:
 Questions
 If you require prepared lessons for
 Business English
 English for Academic Purposes
 Hotel English
 Conversational English
Recommended site for great books & authors: http://www.readingbooks-4fun.com
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Table of Contents
Introduction.......................................................................................................................................................2
American English versus British English........................................................................................................5
English grammar- odds and ends: Homonyms, homophones, synonyms and antonyms...............................7
What’s a homonym – or how to get confused in English without really trying!............................................7
Homonyms......................................................................................................................................................7
Homophone.....................................................................................................................................................7
Synonym.........................................................................................................................................................7
Antonym.........................................................................................................................................................7
Common Homophones ..................................................................................................................................8
Proverbs, Sayings and so on.............................................................................................................................9
Words, Phrases and Idioms generally used in English ...............................................................................11
Polysyllabic and esoteric words .....................................................................................................................12
Expanding Vocabulary...................................................................................................................................13
Some New Words (note – some of these words have more than one meaning or usage)............................14
Commonly Confused Words .........................................................................................................................17
Pronunciation Clinic.......................................................................................................................................18
Parts of Speech.................................................................................................................................................21
Nouns ........What are Nouns?...........................................................................................................................21
Common and Proper Nouns..........................................................................................................................21
Concrete and Abstract nouns........................................................................................................................21
Let’s take a look at the difference between concrete and abstract nouns.....................................................21
Using Articles to Identify Nouns..................................................................................................................22
Possessive Nouns..........................................................................................................................................22
Nouns as Modifiers.......................................................................................................................................22
I have a “six-year-old” boy - not a “six years old boy”..............................................................................22
Countable and Uncountable Nouns..............................................................................................................23
Pronouns .........................................................................................................................................................25
Subject Pronouns..........................................................................................................................................25
Object Pronouns............................................................................................................................................25
Possessive Pronouns.....................................................................................................................................26
Reflexive Pronouns.......................................................................................................................................26
Pronouns – some rules..................................................................................................................................27
Prepositions......................................................................................................................................................28
Prepositions of Place: at, in, on ....................................................................................................................28
Prepositions of Time: at, in, on, ..................................................................................................................29
Prepositions of Movement and Direction: to, toward, towards, around, through, etc .................................30
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Adjectives ........................................................................................................................................................31
Comparative Adjectives ..............................................................................................................................31
Superlative Adjectives ................................................................................................................................32
Possessive Adjectives .................................................................................................................................33
Demonstrative Adjectives ...........................................................................................................................34
Interrogative Adjectives ...............................................................................................................................34
Adverbs.............................................................................................................................................................35
Adverbs of Manner ......................................................................................................................................35
Adverbs of Frequency ..................................................................................................................................36
Adverbs of Degree .......................................................................................................................................36
Interrogative Adverbs ..................................................................................................................................36
Conjunctions and Interjections......................................................................................................................37
Conjunctions ................................................................................................................................................37
Coordinating Conjunctions ..........................................................................................................................37
Correlative Conjunctions .............................................................................................................................38
Interjections .................................................................................................................................................38
Definite and Indefinite Articles......................................................................................................................39
The Simple Present Tense ............................................................................................................................42
The Simple Past Tense .................................................................................................................................42
The Simple Future Tense .............................................................................................................................43
The Present Continuous Tense ....................................................................................................................45
The Past Continuous Tense ..........................................................................................................................46
The Future Continuous Tense ......................................................................................................................47
The remaining 6 tenses are:......................................................................................................................48
Short Grammar Test
[to guide the teacher – there is no failing!!]............................................................49
4
American English versus British English
Many of you will be very familiar with American TV, and perhaps less so with British TV – although you can probably
tell the difference with the accents. What sort of English do you want to learn? Is American better – or the British
version – which is where English originated from?
Question:
Should you use British English (where the language originated from) OR American English (a country that has a lot
more people speaking English than Britain?
What sort of English do you want to learn?
Answer:
It is your choice – either is correct – just be consistent and use one or the other.
There is actually very little difference – some spellings and a few grammar points – the main difference is in
pronunciations and accents
The same idea or principle applies to other native English speaking countries – Canada, Australia, South Africa, New
Zealand and so on.
Even in England, there are variations in pronunciation from place to place – which can be confusing to a person who
visits England or watches British TV – even native speakers like me. Likewise in America – the people in the South
sound quite different than a New Yorker for instance.
What I recommend is that you don’t try to speak English like an American, or an Englishman. Rather try to learn to
speak English correctly and well – with your own accent! After all you are from a country you can be proud of – and in
many cases have a history and culture far older than ours in the countries that are native English speakers.
In addition, most native English speakers like to hear English spoken with an accent – provided your pronunciation is
clear, and the grammar generally correct. Your own accent makes it more interesting to listen to! For example, I like
English spoken by the Irish – while English is their native language – to my ear it is spoken with an accent.
So be yourself – learn and enjoy English. In written English the few differences between American and British English
will not usually concern people you work for or teachers at your university.
Some of those differences
British English
Chemist
Lift
Bonnet (of a car)
Boot (of a car)
Windscreen
Biscuit
Scone
American English
pharmacist
elevator
hood
trunk
windshield
cookie
biscuit
British English
Tap
Wardrobe
Lollies or sweets
Torch
Flat
Jam
Jelly
American English
faucet
closet
candy
flashlight
apartment
Jelly
Jello
Moot: In British English it means debatable; worth arguing about.
In American English it means ‘null and void’ that is, there is nothing to debate, it’s finished with.
Often words ending in ‘ise’ in British English have an ‘ize’ ending in American English
Realise / realize; emphasise/emphasize; tyre/tire;
Likewise words ending in ‘or’ have an ‘our’ ending in British English
Colour/color; flavour/flavor; favourite/favorite; humour/humor
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Most computers will have the dictionary set for American English – so it will show as an error if you use British English
– as mine does as I write this. Ignore or change your dictionary setting.
Anecdotes abound about the misunderstandings that arise when foreigners come to the United States thinking that
they know the language.
•In one anecdote, a young man, in the course of a passionate courtship, tells his American girlfriend, "I'll give you a
ring tomorrow." All he meant was that he would call her by telephone. But she understood him to have offered
betrothal, and the relationship didn't survive the misunderstanding.
•In Britain, one concludes a restaurant meal by asking for the bill, and conceivably paying by cheque; in America, one
asks for the check and pays with bills.
Try this link – it ‘translates’ British English into American and American into British
http://esl.about.com/library/vocabulary/blbritam.htm
You can also Google “American English versus British English” and find lots more information
e.g. http://hjem.get2net.dk/niels_quist/bruswor.htm
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English grammar- odds and ends:
Homonyms, homophones, synonyms and antonyms
What’s a homonym – or how to get confused in English without really trying!
“well”; “well”; “well” – the same word repeated 3 times? …… well, not really …. They are spelt and
pronounced the same – but have different meanings!
Well !” he said. “The well is dry and we can no longer be sure of remaining well enough to travel.
•The first ‘well’ is an exclamation; the second ‘well’ refers to underground water and the third ‘well’
refers to good health.
Homonyms (and homophones & synonyms) are quite common in English; and it pays to be conscious of them to avoid
confusion when listening or writing.
Try these:
mail/mail; mail – the letter in post; and mail the shirt of armour.
Mail/male: mail the letter in the post or the armoured shirt AND male: the masculine gender (these are homophones,
though the two ‘mails” remain homonyms also!!!.
plane/plane: plane the aeroplane; and plane meaning a flat surface ….. you try plain and plane – a homophone.
Homonyms
A word spelt like another word (and even pronounced the same)
But has a different meaning.
e.g. can (tin or container) and can (to be able to do something)
Same pronunciation
Different meaning
Same spelling
Homophone
A word that is pronounced the same as another word
But has a different meaning and spelling
e.g. some/sum; stare/stair, fort/fought; made/maid;
cent (coin) and scent (smell) and sent (verb: to send)
Same pronunciation
Different meaning
Different spelling
Note: They are usually nouns, but some homophones and homonyms can be verbs
e.g. Cent (noun) and sent (verb) “The boy sent (verb) a 10 cent (noun) piece to his mother by mail.
Usually, homophones are in groups of two (our, hour), but very occasionally they can be in groups of three (to, too,
two) or even four. If we take "bear" for an example, we can add another word to the group"
“Our bear (the animal) cannot bear (tolerate) being bare (naked) in the winter – this is actually a mix of homophone
and homonym!
Note: nowadays some grammars make no distinction between homophone and homonym – putting all under
the homonym label. It does simplify – but do what you are more comfortable with.
Likewise with homonyms – usually in twos, but occasionally in threes as above e.g. well, well, well.
“Well !” he said. “The well is dry and we can no longer be sure of remaining well enough to travel.
Synonym
A word or expression that has the same (or nearly the same) meaning
As another word (in the same language)
e.g. car/automobile; cut/shear;
Different pronunciation
Same meaning
Different spelling
Antonym
A word that means the opposite of another meaning [Antonym is the opposite of synonym] e.g. old/young; old/new; far/near;
The Japanese language is a language of words and characters. It is spoken very much as it is written with each word
standing alone with its own meaning. This is completely opposite of English. English is a language of groupings of
words and thoughts. It has a flow and a rhythm, like the Latin based languages
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Common Homophones
This list contains only the most common homophones, using relatively well-known words. These are headwords only.
No inflections (such as third person singular "s" or noun plurals) are included.
Column 1
air
aisle
anteeye
bare
be
brake
buy
cell
cent
cereal
coarse
complement
dam
dear
die
fir
flour
for
hair
heal
hear
him
hole
hour
idle
in
knight
knot
know
made
mail
meat
morning
none
Column 2
heir
isle
antiI
bear
bee
break
by
sell
scent
serial
course
compliment
damn
deer
dye
fur
flower
four
hare
heel
here
hymn
whole
our
idol
inn
night
not
no
maid
male
meet
mourning
nun
Column 3
aye
bear
bye
sent
fore
mail
Column 1
oar
one
pair
peace
plain
poor
pray
principal
profit
real
right
root
sail
sea
seam
sight
sew
shore
sole
some
son
stair
stationary
steal
suite
tail
their
to
toe
waist
wait
way
weak
wear
well
Column 2
or
won
pear
piece
plane
pour
prey
principle
prophet
reel
write
route
sale
see
seem
site
so
sure
soul
sum
sun
stare
stationery
steel
sweet
tale
there
too
tow
waste
weight
weigh
week
where
well
Column 3
ore
pare
rite
sow
sole
two
whey
ware
well
NB: In a few cases, a third homophone, although possible, has not been included for simplicity. Different varieties and
accents of English may produce variations in some of these pronunciations. The homophones listed here are based on
British English.
Words in red; are homonyms of the word in the first column as well as a homophone to the word in the second
column. Remember a homonym has the same spelling and pronunciation, but a different meaning
And a homophone has a different spelling, same pronunciation but a different meaning.
Except for well which is BOTH a homophone and a homonym.
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Proverbs, Sayings and so on
The following words define the different types of expressions often found in English – in single words or (more often) in
phrases. Some of them are almost interchangeable. Usually the meaning is not obvious by the individual words……
which may be confusing!!!
Proverb
Noun: a short, well-known pithy saying, stating a general truth or piece of advice. (see also adage)
e.g.
“A bird in the hand is worth two in the bush”
“A stitch in time saves time”
“Make hay while the sun shines”
All that glitters is not gold.
Sayings
Noun: a short, pithy, commonly known expression which generally offers advice or wisdom.
e.g.
“You know the old saying about all work and no play?”…. “all work and no play makes Jack a dull boy”
Proverbs are sayings.
Pithy
Adjective: (of language or style) terse and vigorously expressive: e.g. “his characteristically pithy
Comments”…….. meaning his comments were straight to the point and colourful.
Adage
Noun: a proverb or short statement expressing a general truth.
Idiom
Noun: a group of words or an expression established by usage as having a meaning which is not
obvious from the meaning of the individual words (e. g. “over the moon,” “see the light”).
Also: a mode of expression, or style of speech/music/art
Idioms are words, phrases or expressions that are not to be taken literally.
Your students may know the words “to rain” and they may know what a “dog” and a “cat” are. Those words are
quite straightforward, and easy to learn.
But do they know what “It’s raining cats and dogs” means? They probably would not be able to guess the
meaning.
It’s not really raining cats and dogs, is it? It’s raining hard. That’s what makes it an idiom.
Our speech is full of idioms that we may not be aware of. Your students all know the value of learning idioms,
and they need and want to use them in their English speech. When is the last time you heard of a company
that was in the red? Have you ever bitten off more than you can chew? Do you like to go with the flow?
More Examples:
have a heart-to-heart talk
all thumbs
feeling blue
have cold feet
wet behind the ears
piece of cake
bring home the bacon
rub someone the wrong way
green with envy
be on the ball
raining cats and dogs
a little birdie told me
get up on the wrong side of bed
sleep on it
two-faced
Cliché
Noun: something that is true – but has become less effective through over use. It is a phrase,
expression, or idea that has been overused to the point of losing its intended force or novelty,
especially when at some time it was considered distinctively forceful or novel. The term is
most likely to be used in a negative context.
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Aphorisms
Noun: a pithy observation which contains a general truth.
e.g.
“To err is human, to forgive divine”
Colloquialisms
Noun: a word or phrase that is not formal or literary and is used in ordinary or familiar conversation.
Informal colloquialisms can include words (such as "y'all" or "gonna"), phrases (such as "ain't
nothin'", "dressed for bear" and "dead as a doornail"),
Expressions
Noun: a word or phrase, especially an idiomatic one, used to convey an idea: we have an expression,
'You don't get nothing for nothing. '
The old expression ‘curiosity killed the cat’ - too much curiosity can be dangerous!
Slang
Noun: a type of language consisting of words and phrases that are regarded as very informal, are
more common in speech than writing, and are typically restricted to a particular context or
group of people: e.g. grass is slang for marijuana; cool is slang for hot or fashionable or
‘that’s OK’. Swear words are considered slang – not all slang is acceptable in general
conversation. Patois is a mixture of slang and normal speech.
The Cambridge Dictionary defines slang as “very informal language that is usually spoken rather than written”.
Look at the slang in the following conversation:
Dan: Hey Reg, what’s up?
Reg: Oh, just wondering if you’ll ever get a move on with the housework.
Dan: Don’t get huffy – I’ll get around to it in a sec.
Reg: I’ve really had it with your procrastination.
Slang is common in our daily speech!
So as English teachers, should we bring slang into the classroom? Absolutely! As with idioms and phrasal
verbs, slang should be introduced even in the beginner classrooms.
Imagine if you always give your students a formal greeting like “Good morning, how are you?” and then they
hear you say to a native English speaker friend, “Hey, what’s up?”
English is oozing with slang. When your students listen to English lyrics in songs or watch English TV, they are
being thrown slang, so part of your job as a teacher is to help them both understand and be understood.
Introducing slang is part of that.
However, keep a few things in mind:
1. Use your discretion with slang. It’s ok to bring some local slang into your classroom for fun, but give
them useful English, always! Aussie or Kiwi slang may be fun for a laugh and to help them get a little
insight into your culture, but will it help them outside of your classroom? It depends on their motivations
for learning. American slang too, for example, can differ greatly depending on socio-economic status and
geographical location. Make sure the slang you teach is useful.
2. Always teach “correct”, formal English before introducing the slang.
Remember phrasal verbs too.
calm down
cool off
bring up
try on
put back
look like
Phrasal verbs are simply phrases which consist of a verb in combination with a preposition or adverb, or both.
A lot of slang is formed from them.
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Words, Phrases and Idioms generally used in English
The following is not intended to be a complete list.
across the board: means - including everyone or everything
e.g. “We will investigate this across the board” – “We will investigate everyone and everything”
an arm and a leg: means - very expensive
e.g. “On my low salary, to buy a Rolls Royce would cost an arm and a leg.”
back to the drawing board: go back to the beginning and start again
ball park figure: a rough or approximate figure
bang for the buck: value for money. People want their money’s worth – not to be cheated.
bear fruit: to produce a result
bells and whistles: fancy features that are less important to the basic function
bog down: slow to a stop
bottom fall out: to fall below an earlier lowest price
breathe down someone’s neck: constantly controlling and monitoring
budget squeeze/crunch: a situation where there is not enough money in the budget
by a long shot: by a big difference, by far
by the same token: for the same reason
call the shots: be in charge
carry the day: win completely
close the books: stop taking orders, end a bookkeeping period
cut back: use fewer or use less
cut one' s losses: do something to stop losing money
deliver the goods: succeed in doing well what is expected
draw the line: set a limit to what will be done
face value: the official worth of something
fill the bill: be just what is needed
finger in the pie: involved in what is happening, receiving money for something
flog a dead horse: an activity which is producing no useful result; a waste of time
get a break: get an opportunity or good deal
get off the ground: make a successful beginning
get to the heart of: find the most important facts or central meaning of something
give someone the green light: give permission to go ahead with a project
go through the roof: increase a lot (means the price has really risen very high)
e.g. “The price of oil and gold have gone through the roof!”
grass roots: at the level of ordinary people
hard-nosed: very strict, stubborn
heads will roll: someone will be punished
household name: a very famous person, product or brand
in the black: successful or making money Or in the red: losing money, unprofitable
in the works: in preparation, being worked on
jack up: increase the price of something
piece/slice of the action: a share in the activity or the profits of something
raw deal: unfair treatment
sell like hotcakes: sell very quickly
stand one' s ground: maintain and defend one's position
stick to one' s guns: defend an action or opinion despite an unfavourable reaction from others
streets ahead of: much better than
strike while the iron is hot: take advantage of an opportunity
take a nosedive: collapse, decrease in value
throw cold water on: discourage, forbid
throw money at something: try to solve a problem by spending money on it
tight spot: a difficult situation
to the letter: exactly, with nothing done wrong or left undone
wet behind the ears: inexperienced and naive.
Recommended: use your translation dictionary and look up the equivalent in your own language to get a
better idea of the meanings or equivalent in your country.
11
Polysyllabic and esoteric words
Don’t fall for the trap of thinking that ‘big’ or fancy words are preferable to more common words.
- there is nothing worse than your reader having to scramble for a dictionary to interpret your writing.
You do not need to know or use complex or ‘difficult to understand’ words.
Use my example: “polysyllabic” – in the context of this writing I should use a phrase like ‘long words’ or even ‘words of
many syllables’. Polysyllabic is not a common or ordinary word for people learning English as a second language.
[BTW: Polysyllabic is an adjective: meaning: using or characterized by words of many syllables:]
Using
words
There are many clever and interesting complex words in English that express our thoughts, ideas, and definitions.
Some of these words are common, but a lot are rarely used and therefore not usually understood by native English
speakers (see samples below). These words are called “big’ or ‘fancy’ words which some people use to make others
think they are intelligent or smarter than others.
There are valid reasons to use complex words – but in everyday conversation and usual written communication – they
will rarely be needed.
The aim in all good English is to express yourself clearly and get your point across to your listener/reader. It is not the
aim to confuse them with words that they would need a dictionary to interpret for them.
Example
Which do you understand more easily?
This version: “An erudite person would not use esoteric words in English confabulation as they are too abstruse for
everyday speech.” “Your writing should always be in pellucid prose.”
Or this version: “A learned person would not use obscure words in English conversation as they are little known in
every day speech.” “Your writing should always be clear and straight forward.”
Actually, erudite, esoteric and abstruse are quite common – but it is still better to not use them unless you are very
comfortable with their correct usage and know your listener/reader well.
In creative writing (e.g. novels) words like the following can often be found …. But become a bit fatuous if used in
everyday speech.
Pellucid (adj)
Uxorious (adj)
Entropic (adj)
Elenchus (n)
incrassate (adj)
esoteric (adj)
erudite (adj)
Fatuous (adj)
translucently clear – easily understood, transparent, clear, crystal clear,
excessively fond of one’s wife, and dependent on her.
disordered/lacking organisation
a logical refutation. Elenctic (adj)
thickened in form or consistency. Made thick
intended for or likely to be understood by only a small number of people with a specialized
knowledge or interest
having or showing great knowledge or learning.
silly.
The above words were in a recent fiction novel I read….. and were in perfect context and usage.
Usually, they are best used when you have already used the simpler version.
12
Expanding Vocabulary
Some do’s and don’ts when using words in English
In formal writing:
o Don’t use slang and, only use colloquialisms, if they make your point clearer.
o Don’t use SMS style abbreviations – spell out the full word….. can you see my failure at this in the following?
o You can be less formal with business emails, but still avoid slang.
Be precise and concise
Precise
adjective: marked by exactness and accuracy of expression or detail; succinct.
Also used to emphasise that one is referring to an exact and
particular thing; e.g. “at that precise moment the car stopped.” Meaning
at that exact moment.
Precision
noun:
the quality, condition, or fact of being exact and accurate:
e.g. “the deal was planned and executed with military precision.”
Concise
adjective: giving a lot of information clearly and in a few words; brief but
comprehensive
Contractions: That is: shortening words – this is often done in English and is acceptable;
e.g. I’ll (I will); don’t (do not) they’ll (they will) won’t (will not); it’s (it is)
NOTE: this is different than SMS style abbreviations.
Increase your vocabulary
The greater your vocabulary, the more you will be able to make your writing interesting and expressive.
Learn synonyms – this will assist you vary your writing by helping you avoid repeating the same word over and
over within a paragraph.
Synonym
A word or expression that has the same (or nearly the same) meaning
Different pronunciation
As another word (in the same language)
Different spelling
e.g. car/automobile/vehicle;
Same meaning
Knowing these can greatly assist your expression and make your English (written or spoken) more
interesting
ALWAYS note down unfamiliar words when reading – check them out in a dictionary/thesaurus and add them
to your vocabulary list.
Write them down – so you can review them each day for a week or so – this is a good memory aid.
Better still try and put the new word into a sentence.
13
Some New Words (note – some of these words have more than one meaning or usage)
Dependent
Dependant
Independent
Grammar
syntax
Exhausted
Syllable
Intense
Contingent on – relying on something else e.g. relying on drugs
Person who relies on others for financial support e.g. children are dependants.
Free from outside control; not subject to another’s authority.
The whole system and structure of a language or of languages in general
The arrangement of words and phrases to create well-formed sentences in a language
Really tired and worn out. Weary.
A unit of pronunciation having one vowel sound, with or without surrounding consonants
Having extreme or very strong feelings or opinions. Very serious.
Conjunction
a word used to connect clauses or sentences or to coordinate words in the same clause.
Interjection
Agreeable
an abrupt remark, especially as an aside or interruption. an exclamation, especially as a part
of speech
Quite enjoyable or pleasurable.
Ecstatic
Cranky
Feeling overwhelmingly happy – very, very happy.
Irritable, angry, bad tempered or in a bad mood.
Adaptation
cliché ridden
Tale
Genre
Based upon - when a TV show or movie was created from a book or musical etc
something that has been overused and repeated so much that it's lost it's importance
a story, often associated with adventure stories
category, a special type of film or show
Enthusiastic
Agreeable
Having intense or eager enjoyment, approval or interest in something.
Quite enjoyable or pleasurable.
Advantageous
Aptitude
Dynamic
Assertive
Resolute
Relative (1)
Relative (2)
Relation
Conviction
Affording advantage; beneficial
Quickness in learning and understanding; intelligence
Marked by intensity and vigor; forceful
Inclined to confident and forceful expression of desires, preferences etc ; self-assured
Firm or determined; unwavering
A relation – someone connected to a family by blood – e.g. a cousin or niece.
dependent on, based on; only in comparison to something else - not absolute
The way in which two or more people or things are connected
an unshakable belief in something without need for proof or evidence
Tenacity
Crucial
Appeal
Condemn
deplore
deploy
expel
Grind
incite
Amend
denounce
postpone
Envious
Tending to keep a firm hold of something; clinging or adhering closely; not relinquishing.
Decisive or critical. Extremely significant or important
Make a serious, urgent, or heartfelt request to call on somebody for help
Express complete disapproval of. To say a person or action is very wrong or very bad
to feel or express strong condemnation; to express sadness
to move forces or weapons into positions for action
to force out; to remove from; to send away
to reduce to small pieces by crushing
to urge or cause an action or emotion, usually something bad or violent
to add to or to change (a proposal or law)
to accuse of being wrong or evil; to criticize severely
to delay action until a later time
Very jealous. a feeling of discontented or resentful longing aroused by someone else's
possessions, qualities, or luck
No energy and/or no feelings.
Always negative about things.
Always positive about things.
Listless
Pessimistic
Optimistic
14
Relate
Investigate
Observe
Summary
Precis
Redolent
Inured
Consequence
Result
Sequence
Simulate
Stimulate
Intercourse
Facile
Facility
Utility
Artificial
Genuine
Genius
Medium
Reflection
Repetition
Present (1)
Present (2)
Encompass
Transform
Require
Fact
Fiction
Various
Variety
Disparate
System
Gender
Sex
Culture
Integrate
Integral
Integrity
Intrinsic
Extrinsic
Converge
Diverge
Discern
Resource
Curriculum
Make or show a connection between (two things); also: tell about
Carry out a systematic or formal inquiry to discover and examine the facts
Watch (someone or something) carefully and attentively; comply with an obligation;
a brief statement or account of the main points of something:
a summary or abstract of a text or speech
Strongly reminiscent or suggestive of
accustom (someone) to something, especially something unpleasant
a result or effect
a thing that is caused or produced by something else; a consequence or outcome
a particular order in which related things follow each other; a set of related events,
movements, or items that follow each other in a particular order
Imitate the appearance or character of something; pretend, fake
Raise levels of physiological or nervous activity in (the body or any biological system)
Communication or dealings between individuals or groups
Superficial; easy; glib, slick, oversimplified,
a natural ability to do or learn something well and easily; a place, amenity, or piece of
equipment provided for a particular purpose.
the state of being useful, profitable, or beneficial
False; imitation; made or produced by human beings rather than occurring naturally,
Truly what something is said to be; authentic; real
Exceptional intellectual or creative power or other natural ability
the middle quality or state between two extremes; a reasonable balance
an image seen in a mirror or shiny surface; also thinking, consideration, contemplation
the action of repeating something that has already been said or written
a thing given to someone as a gift
Existing or occurring now
Surround and have or hold within
Change; make a marked change in the form, nature, appearance of something.
Need for a particular purpose; request, order, command, call for
a thing that is known or proved to be true
Something (e.g. a story) made up; a belief or statement which is false
Different from one another; of different kinds or sorts; assorted, mixed;
Diversity; the quality or state of being different or diverse
Essentially different in kind; not able to be compared
an organized scheme or method; methodology;
the state of being male or female - the members of one or other sex;
sexual activity; also: either of the two main categories (male and female) into which humans
and most other living things are divided on the basis of their reproductive functions
the ideas, customs, and social behaviour of a particular people or society;
Combine (one thing) with another to form a whole; join into;
necessary to make a whole complete; essential or fundamental; fundamental, intrinsic,
inherent
The quality of being honest and having strong moral principles
Belonging naturally; essential; inherent
Not part of the essential nature of someone or something; coming or operating from outside
tend to meet at a point; come together at a certain point
separate from another route and go in a different direction:
Recognize or find out; distinguish (someone or something) with difficulty by sight or with the
other senses
a source of help or information (e.g. a library); available assets; personal attributes and
capabilities regarded as able to help or sustain one in adverse circumstances
The subjects comprising a course of study in a school or college. SYLLABUS
15
“make” expressions
Make believe
Make money
Make a living
Make ends meet
Make friends with
Make sense
Make sure
Make up your mind
Make a fool out of me
Make over
Make up for
Make time
Make peace
Make away with
Make it clear
Make good
Make it
Make the bed
Make a difference
Make a face
Make a point
Make do
Make up
Make or break
to imagine
to increase the amount of money
to work at a job in order to live
to survive with the minimum amount
to become friends with another person
to make something understandable
to be positive about something
to decide
to make someone else embarrassed
to change one's physical appearance for the better
to apologize for
to allow enough time for something
to end the fighting
to steal something
to make something understandable
to make something acceptable or right
to do something
to straighten the blankets on the bed
to make something better
to change one's facial expressions
to make something understandable
to use whatever is available
to lie about something
to make something a success or failure
Items that are found in or around the house outside
Grass
Footpath/sidewalk
Trees
Car
Swings
TV antenna
Lights
Roof
Washing machine
Chimney
TV
Chairs
Fridge
Curtains
Radio
Carpet
Bathroom
Pool (do a homonym!)
Shower
Soap
Rake (do a homonym!)
Food
Shovel
BBQ
Spade
Pot plants
Flowers
Fan
Windows
Air conditioner
Bookcase
Door lock
Bed
Sausages
Stove
Wine
Trash bin
Glasses (do a homonym!)
Phone
Bushes
Paint
Hammock
Wallpaper
Garage
Fireplace
Heater
Items in general
Drugstore
Pharmacy
Grocery store
Service Station
Restaurant
Post Office
Police Station
Ambulance
Helicopter
Dentist
Doctor
Hospital
Cinema
Theatre
Park (do a homonym!)
Florist
Jeweler
Traffic
Hotel
Pub
Club
Department store
16
Parliament/Congress
Politics
Politician
Solicitor
Barrister
Lawyer
Bottle shop
Liquor store
Transmission
Exhaust
Fried
Grilled
Baked
Soft drink/soda
Lollies/candy
Vegetable
Fruit
Meat
Bank (do a homonym!)
Discount
Furniture
Sport
Commonly Confused Words
There, their and they’re
To be fair, the common misuse of these words is a result more often of typos and the writer not concentrating,
than of confusion of the meanings. But because the pronunciation of them all is the same (homophones!), it’s often
difficult for some people to remember which one to use in which situation.
there – shows placement
I’ve heard that Brisbane has a great little lagoon in the beach, but I’ve never been there.
their – possessive form of “them”
They took their surfboards along to California.
they’re – a contraction for “they are”
They’re not staying in the hotel this week.
Your and You' re
Again, the misuse of these two words often comes not from ignorance, but rather from laziness or not
concentrating.
Your – a possessive adjective.
Don’t forget to call your mother!
You’re – a contraction for “You are”
You’re not going to join us for lunch?
i.e. and e.g.
These are Latin abbreviations. Because so few people study Latin anymore, the meanings and proper use of
these two abbreviations seem to be getting lost. Let’s clear it up!
i.e. is short for the latin term “id est” which means “that is”.
You should use i.e. when you want to briefly explain or clarify what you just said or wrote.
You must register for our course within two days to qualify for the discount i.e. usually by Wednesday.
When you want to give one or more examples of what you are talking about, then use e.g. (“exempli gratia”)
I’d love to visit some of the larger cosmopolitan cities in America e.g. Chicago, New York, Los Angeles.
These days, many people write eg. and ie. instead of e.g. and i.e. According to grammarians this is becoming
acceptable. However, a clear understanding and ability to use them correctly is important!
to, too and two
Two, everyone knows, is the number 2.
There are only two people in that band.
Too – can be used in two (2) ways:
1. As an adverb describing an adjective: too hot, too cold, too big, too small
She’s too small to go on the roller coaster.
2. Too meaning “also”
My sister said she is going to the concert next week, so I think I will go too.
3. To
We won’t go into all the uses of “to” here, but if it doesn’t mean “2” or “also”, then you can assume you use
“to” (not “two” or “too”).
I think I would like to go to Asia to teach English to the businessmen at Mitsubishi.
who’s and whose
Whose is the possessive form of who (or, occasionally, which). It means "belonging to whom or which."
Who' s is a contraction of who is or who has. An apostrophe replaces the missing letters.
17
Pronunciation Clinic
Exercises for pronunciation
Get your student to run through the alphabet forwards then backwards a few times – gradually increasing speed as
they become clearer and more fluent. They will need you to send a copy if you are teaching online.
a b c d e f
g h I j k l m
n o p q r s t u v w x y z
Do it backwards and forwards
s t
u a b f g w v m n L K j r u t
R V l r m n d f F G h I J K
As we know, some Asian students have difficulty pronouncing R and L – the following should be demonstrated by the
teacher – you saying a pair, then the student repeating after you – work through them all, slowly, gradually increasing
to normal pace as spoken by you, a native English speaker. It is essential that students ‘ears’ are ‘tuned’ to everyday
speech pace and rhythm.
Practice ‘R’ and ‘L’ words
Rice
Lice
Lake
Rake
Right
Light
Lock
Rock
Red
Led
Lie
Rye
Reed
lead
Practice ‘V’ words
Violent, veer, verge,
Victim,
Divorce,
Learning a new sport requires practising
new skills, muscles and techniques.
English is the same….so
Practice, practice, practice!!!!
Also listen and hear spoken English as
much as you can.
virus
van, vertical
division,
divide
Recommendation – teach your students:
Aerobics for the mouth
Place a toothbrush between your teeth (length ways) and start the exercises – each morning 3-5 times daily for two
weeks – you will be well on the way to speaking clearly as you will have given your facial muscles the necessary
exercise needed.
Teacher note
Demonstrate this – with a toothbrush or slim pen or pencil – and get students to say the above and the sentences in the box – repeatedly. Then assign as morning
homework!
18
The quick brown fox jumps over the lazy dog
Ask what is special about this sentence? (clue:26)
[Answer: the sentence contains all the letters of the alphabet]
N.B. It is the international standard for testing English pronunciation (written and oral)
Slowly go through the pronunciation word by word
e.g.
The
Quick
Repeat each word or a group
The quick
2-3 times – gradually
Brown
increasing.
The quick brown
Also each to say it singly
Fox
The quick brown fox
Etc
Note to the student: “you must clearly pronounce the last letter in each word too.”
Demonstrate this - show position of tongue, lips teeth etc (exaggerate)
Explain: English uses 69 more muscles in the face than any Asian language – so the student will experience unusual
movement of their mouths/faces as they learn English pronunciation.
Pronunciation of ‘th’
“the” – the definite article – is often used before nouns in English (e.g. the car, the book)
Pronunciation of ‘th’ is important to master so that you can pronounce ‘the’ clearly and also words beginning with the
letters ‘th’
Pronouncing words starting with ‘th’ expels air from the mouth if pronounced correctly – hold a piece of paper in front of
your mouth as you say it – it should move… thirsty, Thursday, three thousand, thirty
However pronouncing the definite article ‘the’ does not!!! – practice this.
More Aerobics for the mouth
Red Lorry, Yellow Lorry.
Repeat each word or sentence 3-5 times
each morning for 2/3 weeks – put a
toothbrush between your teeth and say
the words…gradually increasing pace.
Eddie ran from the Indies to the
Andes in his undies
Six slippery snakes slid silently
through the slimy swamp
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Pronunciation of the letters ‘C’ and ‘G’
The letters ‘c’ and ‘g’ have both hard and soft pronunciations.
Hard ‘g’ as in - got, get, garlic, girl, and a soft ‘g’ as in – general, gin, generate, genetic, geometric, German,
gerund
General Rule:
Soft ‘g’ sound when it is followed by a single ‘e’ or an ‘i’ and then by a consonant (except for ‘get’) The Soft
‘g’ is pronounced like a ‘j’
Hard ‘g’ sound when followed by ‘a’, ‘o’, ‘u’ and ‘e’ if it is a double ‘e’ [geezer, geese] and ‘e’ followed by ‘a’
[gear] and or ‘e’ and ‘i’ together [geisha]
Hard ‘c’ as in cat, catch, catapult, capture cot, cold, cut, coast. Hard ‘c’ is pronounced like a ‘k’
Soft ‘c’ as in city, certain, cigarette, circle, civil. A soft ‘c’ sounds like a ‘s’
General Rule
Soft ‘c’ sound when it is followed by a single ‘e’ or ‘i’
Re-cap the exercises.
20
Parts of Speech
Nouns ........What are Nouns?
The first part of speech we’ll take a look at is nouns. What are nouns?
Nouns are the first words we grasp when learning a new language. They are the key words, the content words,
the words you use to make yourself understood as a toddler first learning to speak, or as a tourist traveling abroad with
a new language.
A noun is a person, a place, a thing, a quality. It answers the question “who” or “what”. For example:
Who is talking?
o A child
o The parrot
o The actor
What is your favourite subject?
o Science
o Mathematics
o History
What do you want most in life?
o Happiness
o Wealth
o Success
Those are all nouns!
Common and Proper Nouns
Most nouns are common. This means we don’t capitalise them. That is, we don’t use upper case for the first letter
But some nouns are proper nouns.
A proper noun is the name we use for people, organisations, places, etc. We capitalise these (use upper case).
o
o
o
o
o
Names of people John, Mr. Miyagi, Dr. Phillips, etc.
Names of places Cairns, New Zealand, Europe, etc.
Names of organisations or companies Ford, McDonald’s, Sony, etc.
Months, days of the week January, Monday, etc.
Books, films War and Peace, Star Trek, etc.
Concrete and Abstract nouns
Let’s take a look at the difference between concrete and abstract nouns.
Concrete nouns name things that can actually be sensed. These are some examples:
o We see a squirrel.
o We taste the chilli.
o We hear a song.
o We smell the aroma.
o We feel a shiver.
Abstract nouns refer to qualities not directly sensed, like:
o freedom
o success
o pride
o envy
o intelligence
o happiness
o sadness
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Using Articles to Identify Nouns
"The" is a definite article. It defines the noun. If the word "the" can be used right before the word, then it's a noun.
"That is the _____________."
Try it with these words: sky, strategy, over, car, anger.
"The" is called a determiner, or indicator, of a noun. It is a grammatical signpost to alert you that a noun will
follow.
HOWEVER, while the word "the" should always make sense in front of a noun, it is not always necessary.
Consider these examples:
Kittens are cute.
The kittens are cute.
Both are grammatically correct, but the word “the” is not used both times.
Here are two more articles: "a" and "an". These are indefinite articles.
A tree provides shade.
An apple is a healthy treat.
An indefinite article also helps you determine whether the word is a noun, but it is less defined than “the”.
For example:
I want to buy a house. (not a particular house, but any house)
I want to buy the house on Peel St. (a specific, or definite, house)
Possessive Nouns
Possessive nouns answer the question “Whose?” and tells us who or what owns something.
If a noun is singular, just add an apostrophe and an “s”.
Jason _ Jason’s bag
Kylie _ Kylie’s sister
the dog _ the dog’s toy
If the noun is plural and ends in an “s”, just add an apostrophe
the ladies _ the ladies’ room
the countries _ the countries’ citizens
my sisters _ my sisters’ families
If the noun is plural and does not end in an “s”, add an apostrophe and an “s”
her children _ her children’s books
the people _ the people’s rights
the sheep _ the sheep’s owners
Nouns as Modifiers
When nouns are used as adjectives, (to modify another noun), they are used in their singular form.
For example,
We say “vegetable soup” not “vegetables soup”.
We say “office building” not “offices building”.
The word “office” modifies the word “building”.
One very common mistake students make is when they are using numbers as an adjective, or modifier.
Check out these examples:
We took a “five-day course”. _ not a “five days course”
It had a “two-hour test”. _ not a “two hours test”
I have a “six-year-old” boy - not a “six years old boy”
22
Countable and Uncountable Nouns
Countable nouns are things we can count.
For example:
o pens (Can we count pens? Sure! “One pen… two pens… three pens…”)
o apples
o fingers
o cups
o chairs
o computers
What about these nouns. Do you think these are countable?
-houses (Can we count houses? Again, yes! “One house… two houses… three houses…”)
-feet – This one’s a bit tricky because the plural form is not regular like the others. It doesn’t just have an “s”
added to “foot”. But still, you can count feet. “One foot, two feet, three feet, etc.” So it’s countable.
-people – Tricky, again. But definitely countable.
Uncountable nouns are substances, concepts, etc. that we cannot count as individual elements. For example,
we can’t count milk. (We can’t say “one milk, two milks, three milks, etc.”)
There are many types of uncountable nouns:
o Fluids – water, coffee, tea, milk, oil, soup, petrol, blood, etc.
o Solids – ice, cheese, meat, iron, silver, glass, paper, wood, cotton, wool, etc.
o Gases – steam, air, oxygen, smoke, pollution
o Particles – rice, sand, corn, dirt, flour, grass, hair, salt, sand, etc.
o Abstract nouns such as: love, courage, education, information, sleep, truth, energy, etc.
o Fields of study: chemistry, engineering, anthropology, sociology, etc.
o Natural phenomena: weather, dew, fog, hail, heat, humidity, lightening, gravity, etc.
Note: There are some words which are categorised as uncountable nouns, but, may be used colloquially as
countable, for example sugar. "How many sugars would like in your coffee?" "One, thanks."
So let’s compare how we use countable and uncountable nouns. It comes very naturally for you – you know
exactly what sounds right – but when you are introducing countable/uncountable to your students, it will help to
give them some patterns to follow.
In some languages all nouns are countable and in others all are uncountable, so as with every grammar point,
we need to make this as clear as possible for them (and for you!)
Countable Nouns
You can use “a” and “an” and numbers in front of the
noun.
Uncountable nouns
Never use “a” or “an” or numbers in front of the noun.
Never use “a” or “an” or numbers in front of the noun.
an apple / three apples
a person / ten people
You can use “the” in front of the noun.
-the computer
-the family
-the people
weather
information
luggage
You can use “the” in front of the noun.
-the porridge
-the music
23
Here are some other differences between countable and uncountable nouns.
General Form
Question Form
Negative Form
Countable Nouns
Uncountable Nouns
Use “many” or “a few”
-many papers
-a few children
Use “a lot” or “some” or “a little”
-a lot of time
-some sugar
-a little information
Countable Nouns
Uncountable Nouns
Use “How many” as the question
form.
-How many TVs do you have?
-How many cars are there?
Use “How much” as the question
form.
-How much milk would you like?
How much power does this car
have?
Countable Nouns
Uncountable Nouns
Use “not many” in the negative
form
Q. How many apples do you
have?
A. Not many.
Use “not much” in the negative form.
Q. How much juice do you have?
A. Not much.
I don’t have much juice.
_
We use quantifiers or expressions of quantity all the time when talking about uncountables.
You can’t say “three flours” but you can say “three cups of flour”.
So how else might you measure –or “count” – flour?
-a cup of flour
-half a cup of flour
-a bag of flour
-a handful of flour
How about “counting” beef?
-a kilo of beef
-a side of beef
-a dish of beef
These are called quantifiers, and we use them all the time when using uncountables.
Sometimes the same noun can be used in a countable and uncountable form, and usually the meaning changes.
For example:
Noise
Countable - We heard several loud noises last night!
Uncountable -There is a lot of noise to get used to here.
Hair
Countable -I had a hair in my soup!
Uncountable -You have such lovely thick hair!
Work
Countable -That was one of his best works.
Uncountable -I’m so happy to have some time off work!
There are more. Can you think of both an uncountable and a countable form for the words “room” and “time”?
24
Pronouns
Pronouns are small words that take the place of a noun. We can use a pronoun instead of a noun. Pronouns arewords
like: he, you, ours, themselves, some, each...
If we didn't have pronouns, we would have to repeat a lot of nouns. We would have to say things like:
Is that your mum’s car? I like your mum’s taste in cars. Your mum is cool.
But with pronouns, we can say:
Is that your mum’s car? I like her taste in cars. She’s cool.
Pronouns make sentences lighter and less repetitive.
Let’s look at some different types of pronouns.
Subject Pronouns
Subject pronouns show us that the pronoun is acting as the subject of the sentence. The subject is the person or thing
doing the action.
Subject pronouns go before the verb. These are the subject pronouns:
I
You
He
She
It
We
You
They
I drink coffee every day.
You look great in that dress!
He doesn’t usually arrive at work this late.
She is not here today.
It is in the parking lot under the big maple tree.
We will meet you tomorrow morning at church.
You are always welcome to come for dinner!
They moved to our neighbourhood over a year ago.
A subject pronoun doesn’t have to always be at the start of the sentence:
Later in the afternoon, they will drop off their daughter.
Even though it was raining, we went to the outdoor concert.
Are you going to the baseball game tomorrow?
Object Pronouns
While subject pronouns do the action, object pronouns receive the action of a verb.
These are the object pronouns:
Me
He gave me the money last night.
(Me is the object of the verb gave.)
You
I heard you play the piano at your recital.
(You is the object of the verb heard.)
Her
The doctor gave her some stronger medicine.
(Her is the object of the verb ___?___ )
Him
I have known him since I moved to Auckland.
(Him is the object of the verb ___?___ )
It
Perhaps you can put it next to the newspaper.
(It is the object of the verb ___?___ )
Us
My mum always wakes us in the morning.
(Us is the object of the verb ___?___ )
Them She told them to go to sleep.
(Them is the object of the verb ___?___ )
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Possessive Pronouns
Possessive pronouns show us who or what owns something. The following are possessive pronouns:
Mine
Yours
His
Hers
Ours
Theirs
Possessive pronouns and possessive adjectives can be easily mistaken for the other. Adjectives like my, her,
and their describe a noun. My car. His suitcase. Their house. We’ll take a closer look at those in the next unit.
But possessive pronouns are not followed by nouns – they stand alone. They answer the question, “whose?”
The green tennis shoes are mine.
I think the piece of pie in the fridge is yours.
The car next to the house is his.
My TV is not as new as hers.
Don’t forget that the lawn chairs in the garage are ours.
I can’t believe that all those kids are theirs!
A possessive pronoun can also begin a sentence:
Hers are over there on the counter.
Ours aren’t so healthy these days.
Reflexive Pronouns
Reflexive Pronouns are used to refer back to the subject of the clause or sentence. Here they are:
Myself
I asked myself why I had been so rude to the customer at the cake-shop.
Yourself
You can teach yourself Spanish if you are self-disciplined.
Himself
He has to give himself the right kind of medication.
Itself
The remote control can’t move itself! Where did you put it?
Ourselves
We laughed at ourselves after the stupid mistake we made.
Yourselves
I wanted to help you with the assignment, but you’ll have to do it yourselves.
Themselves
Jason and Chris made that website by themselves.
So there we go! Four types of pronouns and their meanings and use are actually quite clear from the name:
Subject Pronouns – “do” the action
Object Pronouns – “receive” the action
Possessive Pronouns – answer the question “whose?”
There are more types of pronouns, and more ways to use them, but we have covered the ones you will be using
most commonly. Familiarise yourself with them so that you are able to model them correctly!
26
Pronouns – some rules
They're vs. There vs. Their
They're is the contracted form of They are. This form is used in sentences using "they" as the subject of the sentence
with the verb "to be" used as either the helping verb (e.g. They're going ..., They're playing ...) or the principal verb of
the sentence.
Examples:
They're working hard this week. (meaning: they are working very hard this week)
They're very interested in helping out.
There is used as an introductory subject is sentences with "There is" and "There are".
Examples:
There are many people in that room.
Note: It is also used as an adverb of place meaning "in that place".
That's my house over there. (‘There’ as an adverb of place)
Their is the possessive pronoun form.
This form is used to express that "they" have a specific quality, or that something belongs to "them".
Examples:
Their house is in Los Angeles.
He liked their looks!
Too vs. Two vs. To
Too means "also" and is generally used at the end of a sentence. "Too" also indicates too much of a particular quality.
Examples:
That car is too expensive for me!
I'd love to come to the party, too.
Two is the written form of the number 2.
Examples:
There are two applicants for the job.
She has two cats.
To is generally used as a preposition. It is also used as part of the infinitive form of verbs.
Examples:
I gave the book to him.
The verb "to understand" is irregular.
Effect vs. Affect
* Effect is usually a noun meaning "result."
Example: The effect of increased traffic to your
website is directly related to the number of
articles you produce for syndication.
* Affect is usually a verb meaning "to influence."
Example: I hope this training series will affect
you in a positive way.
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Prepositions
Just like the other parts of speech we’ve done so far, prepositions are very useful and common.
In English, most grammar rules can be broken.
Almost all rules have exceptions.
But guess what? Here is a rule that has no exceptions:
A preposition is never followed by a verb – always a noun.
By nouns we mean any of the following:
Noun
table, car, love
Proper noun
Argentina, Victoria
Pronoun
me, you, him
Noun group
the big cat, my first love
Gerund
swimming, watching, etc.
(A gerund looks like a verb but acts like a noun.
Don’t worry – you haven’t learnt that yet but you
will!)
Prepositions are words like:
In
On
At
Over
Beyond
Under
Next to
We say we are at the hospital to visit a friend who is in the hospital.
We can put a sign on the door or at the door.
We sleep in bed, on the couch, at a friend’s house.
The party is in December, on a Sunday, at 3pm.
Woahhh… a bit confusing? Let’s see if we can make things a bit clearer, and divide things up a bit.
Prepositions of Place: at, in, on
Generally, this is how we use these prepositions:
at
for a point
in
for an enclosed space
on
for a surface
for example:
at - point
At the traffic lights
At the exit
at the window
at the beginning of the book
at the end of my street
at the bank
In – enclosed space
In the bedroom
In Tokyo
in my purse
in a supermarket
in my CD player
in the box
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On - surface
On the table
On the rug
on the menu
on the wall
on the page
on the ceiling
With prepositions, there are also some uses which are standard for native speakers, but for you they may be entirely
unclear until you hear them many times. For example:
on the left, on the right
on radio, on television
on my way
at Christmas
at present
at the same time
Prepositions of Time: at, in, on,
Q. “Waiiiit a minute. Those are the same words! At, in and on! How can they be prepositions of place AND
of time?”
A. Ahhh, the beauty of English.
Generally, this is how we use these prepositions:
at - for a precise time
in - for months, years, decades and other long periods of time
on - for days and dates
At – precise (exact) time
At 2.00pm
At noon
At lunchtime
At sunset
At 10pm
At the moment
In – for long periods
In the winter
In 2009
In the 1950’s
In December
In the dark Ages
In the past/future
On – for days and dates
On Wednesday
On your birthday
On the weekend
On the 10th
On Christmas Day
On July 5th
A very common mistake for ESL students to make is to say phrases such as:
In Tuesday morning
In Saturday afternoon
You may make this mistake because we’ve taught you to say “in the afternoon” and “in the morning”.
But because the name of the day comes first, the rule “on Monday” “on Tuesday”, etc. will apply.
So,
On Tuesday morning
On Saturday afternoon
Other common mistakes are, for example:
Incorrect:
Correct:
on last Tuesday [I went home on last Tuesday]
last Tuesday
[I went home last Tuesday]
Incorrect:
Correct:
at every Christmas [I call my mum at every Christmas]
every Christmas
[I call my mum every Christmas]
Incorrect:
Correct:
in this morning
this morning
[Let’s go to the market in this morning.]
[Let’s go to the market this morning.]
The rule? When we use the words: last, every, this and next, we do not use a preposition.
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Prepositions of Movement and Direction: to, toward, towards, around, through, etc
Some prepositions express movement. For example:
I will go to the bank on my way to work.
The fish slowly swam toward the bait.
We’ll have to drive around the lake.
In the summer the train goes right through these mountains.
To make things even more confusing, we sometimes use no prepositions at all when talking about movement.
I went to home.
Let’s go to upstairs.
Brian went to outside.
We’ll go to uptown soon.
Rather we should say “I went home”
“Let’s go upstairs”
“Brian went outside”
“We’ll go uptown soon”
Even students of the best English teachers struggle with prepositions, and the best remedy for this is practice
and time. As you become more exposed to English, you begin to develop an ear for what ‘sounds right’.
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Adjectives
Adjectives – What are they?
Adjectives are useful words.
Sometimes we call them “modifiers” or ‘describing words’ – they tell us something about the noun or pronoun.
When it comes to adjectives, we usually think about common adjectives such as:
big
small
hot
cold
long
short
beautiful
ugly
powerful
weak
There are many other types of adjectives. Let’s have a look at some:
Comparative Adjectives
The blue bicycle is bigger than the red bicycle.
Superlative Adjectives
The yellow car is the biggest.
Possessive Adjectives
Demonstrative Adjectives
That’s my pen!
This pencil is red.
Interrogative Adjectives
Which house is yours?
Comparative Adjectives
When we compare two things, we use comparative adjectives.
•The cat is bigger than the mouse.
•The house is bigger than the tree.
•My book is bigger than your book.
The pattern is important:
•bigger
•hotter
•warmer
•faster
•easier
Once you recognize the pattern it becomes easier!
Now, can we say:
“My new vacuum cleaner is powerfuller than the old one”? or “John is interestinger than Stan”?
Of course not. So when do we use “er”?
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We use “er” for one-syllable adjectives and those ending in “y”.
We use “er” for one-syllable adjectives and those ending in “y”.
Big…………..
short ……….
easy ……….
pretty……….
bigger
shorter
easier
prettier
Adjectives consisting of three or more syllables use “more”:
Powerful……………….
Interesting…………….
Comfortable…………..
Amazing ………………
more powerful
more interesting
more comfortable
more amazing
Superlative Adjectives
Well, we just learnt comparative adjectives are used to compare two things.
When we are comparing three or more things, however, we use superlative adjectives.
1…………………2…………….3 or more
Big………… bigger…….. the biggest
Hot………… hotter……… the hottest
e.g. “The math test was the easiest.“
“Those green shoes are the smallest. “
“Today was the hottest day so far this summer.“
When it comes to adjectives with three or more syllables, we follow the same pattern as with comparative
adjectives:
powerful………
interesting……
comfortable….
amazing……..
more powerful……….
more interesting…….
more comfortable…..
more amazing……..
the most powerful
the most interesting
the most comfortable
the most amazing
Remember this is English so there are irregular forms.
Here are the two common irregular forms of adjectives:
Bad…………
Good……….
worse……….
Better……….
the worst
the best
Adjectives ending in ' y'
Sometimes they are thought of as irregular, but really they are not. There is a simple pattern they follow:
'friendly' becomes 'friendlier’
'bubbly' becomes 'bubblier'
'crazy' becomes 'crazier'
The pattern is: the 'y' turns into an 'i'.
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Possessive Adjectives
Some grammar terms are easier to understand than others, simply thanks to their name.
So you can guess what a possessive adjective might be?
What is a “possessive” type of word that might fit in the blank here?
That’s ______ book.
Or here?
Jack lost _____ wallet.
Answer: It’s “my” and “his”! These are possessive adjectives. … they denote ownership/possession.
Here they are:
my
your
his
her
its
our
their
Learning possessive adjectives is not so difficult. There is one tricky part though.
Native English speakers have often been confused by this all their lives, actually…
WHAT is the difference between “it’s” and “its”?
We expect possessives to have apostrophes:
 My brother’s friend.
 The doctor’s office.
 That man’s wife.
BUT when it comes to the possessive adjectives, there are NO APOSTROPHES.
You can tell that cat really loves its owner.
Canada is really proud of its athletes at the winter games.
So when do we use “it’s”? We use “it’s” for contractions:
It’s a beautiful day. (It is a beautiful day.)
I love my new cooking class. I’m so glad it’s held on the weekends! (I’m glad it is held on weekends!)
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Demonstrative Adjectives
Here’s another term whose name helps you determine its meaning.
Demonstrative adjectives answer the question which one(s)?
That, this, those, and these are called demonstrative adjectives. They are the same as possessive pronouns,
which we learnt already, but in this case they act as adjectives.
That sofa is old, but this sofa is new.
These CDs are the best I have. Those CDs are just some old ones I don’t care about anymore.
this --- that --- these --- those
“So why is it called an adjective? I thought adjectives were words like “red”, “big”, “hot” and “comfortable”! “
Well, an adjective answers the question “Which one?”
A: The cat is under the bed.
B: Which cat?
A:
The black cat.
The big cat.
The overweight cat.
My cat.
This cat.
That cat.
black, big, overweight, my, this, that = all adjectives
But be careful!
The words that, this, those and these can also act as pronouns!
Remember… A pronoun takes the place of a noun.
An adjective describes a noun, or answers the question “which one?”.
Look at the difference:
This vacuum cleaner is noisy….. This answers the question “which one?”, so it is an adjective.
This is noisy……………………… This takes the place of the noun so it is a pronoun.
Let’s review the adjectives we’ve learnt:
bigger, hotter, more comfortable ,etc.
biggest, hottest, most comfortable, etc
my, his, their, her, etc
this, that, these, those, etc
comparative adjectives
superlative adjectives
possessive adjectives
demonstrative adjectives
Don’t worry if you cannot remember all the names of these …. So long as you can use them correctly.
Interrogative Adjectives
Interrogative adjectives help to ask about something.
What concert do you want to go to?
Which singers are the best?
Whose book did you borrow?
An interrogative adjective is an adjective used to modify a noun or pronoun.
In the sentences above, the words
what, which and whose are used with the nouns concerts, singers and book respectively. Since these words
are used with nouns to ask questions, they are called Interrogative Adjectives.
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Adverbs
What are they?
Do you remember learning that adverbs are “ly” words?
Okay, maybe you don’t remember, but that is one common definition of adverbs.
The truth is, there are all kinds of adverbs.
An adverb can modify a verb:
Juanita sings beautifully. (How does Juanita sing?)
She always drinks coffee in the morning. (How often does she drink coffee?)
My friend lives nearby. (Where does your friend live?)
Modify means -give more
information about
An adverb can also modify an adjective
She is quite late today.
I’m really upset that you said that.
An adverb can even modify a whole sentence:
Apparently, she had no idea that her mother was in an accident.
Obviously you don’t understand.
Many adverbs end in “ly”, but not all “ly” words are adverbs!
Adverbs: easily, slowly, lightly, angrily (“He spoke angrily”)
Not adverbs: friendly, pimply, lively --- they are adjectives because they describe something
(“She is a friendly person”) What sort of person – a ‘friendly’ one
Types of Adverbs
Adverbs of Manner
I walked slowly
She walked quickly
Adverbs of Frequency
I always drink coffee in the morning.
He never watches TV during the day.
Modifies the verb ‘walked’
Modifies the verbs ‘drink’ and ‘watch’
Adverbs of Degree
Interrogative Adverbs
I am very happy about the results
That dress is too expensive
Where do you live?
How did you do that?
Modifies the adjectives ‘happy’ and ‘expensive’
[e.g. the expensive dress – the ‘too’ expensive
dress
although we wouldn’t say it that way.]
Interrogative = question
Adverbs of Manner
Adverbs of manner answer the question “how”.
Think of the title “manner”, which indeed indicates “how”.
How are you talking?
I am talking quietly.
How is she eating?
She is eating noisily.
How are they dancing?
They are dancing gracefully.
Most adverbs of manner end in “ly”.
But be careful! There are, as usual, irregulars.
That athlete swims well.
(not “goodly”).
My co-worker types fast.
(not” fastly”)
Hint: The main thing to remember with irregulars is not to introduce them right away to your students. Make things
clear, show patterns as much as possible. After your students understand the regular forms of a new grammar
structure, you can introduce the irregulars.
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Adverbs of Frequency
Adverbs of Frequency answer the question "How often?"
I always eat dinner with my husband.
We are usually on time for our meetings.
She sometimes forgets to call me.
Here is a chart commonly used in ESL teaching to help with showing adverbs of frequency:
100%
80%
50%
20%
0%
Always
Almost always
usually
Sometimes
Seldom
almost never
Never
Adverbs of Degree
Adverbs of degree tell us about the intensity or degree of an action, an adjective or another adverb.
Here are some common adverbs of degree:
 Almost, extremely, quite, just, too, enough, hardly, completely, very
I’m not sure if I’m quite ready.
I’m almost finished.
I’ve hardly begun this exam!
Is your new coat big enough?
She’s too late – let’s go.
That painting is very beautiful!
Hint: Your students will have a problem understanding the difference between too and very. It will help them if you
explain that too indicates a problem.
This house is very big.
This house is too big.
You know the difference – make sure your students do, too!
Interrogative Adverbs
Interrogative adverbs ask the questions.
when
When are you going to the s
where
Where is her new car?
why
Why is Tom standing there?
how
How did she get to the airpo
Please note the different ways you can use how
With another adverb:
How often do you go to the gym?
How quickly can she run the 500-metre race?
With an adjective:
How big is your new swimming pool
How heavy is that bag?
To ask the question “In what way?”
How do you get to work every day?
How do I make muffins?
With much and many:
How much water do you want?
How many children do you have?
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Conjunctions and Interjections
Conjunctions
Certainly nobody could define “conjunctions” as colourfully as Webster:
“Some words are satisfied spending an evening at home, alone, eating ice-cream right out of the box, watching
Seinfeld re-runs on TV, or reading a good book. Others aren't happy unless they're out on the town, mixing it up with
other words; they're joiners and they just can't help themselves.”
Conjunctions are JOINERS.
Basically, they connect ideas. They allow us to make longer more complex sentences. To help you remember,
consider that the word conjunction comes from the base conjoin.
Here we introduce two main types of conjunctions:
 Coordinating conjunctions
 Correlative conjunctions
Let’s take a look at the difference:
Coordinating Conjunctions
These are the most common conjunctions, and they are also some of the most common words in the English
language: There are seven, and they can be remembered by using the acronym FANBOYS with the first letters of the
words:
For
And
Nor
But
Or
Yet
So
For
And
Nor
But
Or
Yet
So
Carlo decided to act as president, for his father’s absence was taking a toll on the company.
We have decided to terminate our contract, for you have clearly not honoured it.
She won three awards, for her performance in that film was remarkable.
Mark watched TV and waited for his girlfriend to come home.
My mum works at the supermarket and my dad is a fruit farmer.
Save as much money as you can and you will see great rewards.
You should not assume he is ill, nor should you suggest he is insane.
Neither men nor women are immune to cancer.
I am not a fan of extreme political views – neither conservative nor liberal.
I don’t like playing tennis but maybe you can teach me.
He never called me from work but that doesn’t mean he wasn’t there.
Nobody attended the session but everybody went to the reception.
You can go with Daniel to the movies or you can stay at work with the rest of us.
I’ll have the coffee or the hot chocolate if you don’t mind.
They must really like the heat or they wouldn’t stay in the tropics so long!
They wanted to visit us in Melbourne, yet they never left Sydney.
I like most sports, yet cycling has never really attracted me.
The doctor said Lisa’s x-rays were fine, yet she still is having trouble breathing.
The girls will be a bit late today, so please wait until they arrive before you begin.
There have been some robberies in our community lately, so we are taking extra precautions.
I’ve been sick for almost three days, so I have to work extra hard next week.
Hint: Do you notice that some of the conjunctions are so much more common than others?
English is such a fluid language. Where “yet” and “nor” were once a much more standard part of English, they
now often seem to us to make a sentence weighty and sometimes even stuffy.
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However, academic and formal English is strongly affected by the use of some of the less casual words, and that
applies to conjunctions as well. Be careful about saying to your students, “Oh we never use that word… that’s too
formal.” Or “That’s too casual”. It is the temptation of many English teachers to do so, but watch what you say, and
don’t turn your students off some words or expressions simply because they are not immediately useful. It’s a fine line
– knowing what’s useful and what isn’t. Your ongoing experience will help you decide what is best for your students to
be learning.
Correlative Conjunctions
Correlative conjunctions are always used in pairs, joining sentence elements that should be grammatically
equal. Here are some common correlative conjunctions:
as … as
neither … nor
not only … but
also
both … and
whether … or
either … or
I’m not as interested in skiing as I am in swimming.
She is not as late as Julio.
He is neither a leader nor a follower.
Neither man nor beast can tame the heart.
They are not only very stingy but also extremely unkind.
She not only made lunch for me but also dropped me off at my
appointment.
Both eating lots of vegetables and taking a walk every day will help you
stay healthy.
I like both photography and travel writing.
Whether you leave our company or stay, I will be happy to give you a
reference.
I’m not sure whether Madonna is still singing or has retired.
Oh, I’m sure that the dog will either be barking or jumping around when you
arrive.
Juanita will be either absent or late.
Interjections
Interjections are usually one or two-word expressions that often come at the beginning of a sentence or are used
alone. They are words like “Oh!” or “Ummm” or “No way!!”. Interjections don’t really have grammatical value but are
very common in every language, and usually used more in spoken than written English.
Interjections are used to show strong or sudden emotions like surprise, disgust, excitement, thought, happiness, etc.
Some common interjections include the following:
Yuck! / Oh no! / Umm… / Yahoo! / Wow! / Well…
There are many, many more. Can you think of any that you use often?
Hint: So would you introduce interjections to your students? Absolutely! At first thought, some English teachers tend to
think that interjections are “sloppy English” or not useful.
When somebody learning English is able to correctly use English interjections in place of ones in their own language,
they immediately sound more natural and comfortable with the language. Interjections are a fabulous little language
tool that you can model and bring into the classroom naturally. English learners like to use “Oh my God!” because they
hear it in the movies all the time, but why not give them some more colourful interjections to add to their vocabulary?
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Definite and Indefinite Articles
The ‘definite article’ – ‘the’
Articles in English are invariable. That is, they do not change according to the gender or number of the noun they refer
to, e.g. the boy, the woman, the children
'The' is used:
1. to refer to something which has already been mentioned.
Example: An elephant and a mouse fell in love.
The mouse loved the elephant's long trunk,
and the elephant loved the mouse's tiny nose.
2.
when both the speaker and listener know what is being talked about, even if it has not been mentioned before.
Example: 'Where's the bathroom?'
'It's on the first floor.'
3.
in sentences or clauses where we define or identify a particular person or object:
Examples: The man who wrote this book is famous.
'Which car did you scratch?' 'The red one.
My house is the one with a blue door.'
4.
to refer to objects we regard as unique:
Examples: the sun, the moon, the world
5.
before superlatives and ordinal numbers: [see adjectives)
Examples: the highest building, the first page, the last chapter.
6.
with adjectives, to refer to a whole group of people:
Examples: the Japanese, the old (artists)
7.
with names of geographical areas and oceans:
Examples: the Caribbean, the Sahara, the Atlantic
8.
with decades, or groups of years:
Example: she grew up in the seventies
The “indefinite articles – ‘a’ and ‘an’
Use 'a' with nouns starting with a consonant (letters that are not vowels),
'an' with nouns starting with a vowel (a,e,i,o,u)
Examples: A boy. An apple. A car. An orange. A house. An opera.
NOTE: exceptions
Use An before an h mute - an hour, an honour.
and use A before u and eu when they sound like 'you': a european, a university, a unit
The indefinite article is used:
•
to refer to something for the first time:
An elephant and a mouse fell in love.
Would you like a drink?
I've finally got a good job.
•
to refer to a particular member of a group or class
Examples:
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o
o
o
o
with names of jobs:
John is a doctor.
Mary is training to be an engineer.
He wants to be a dancer.
with nationalities and religions:
John is an Englishman.
Kate is a Catholic.
with musical instruments:
Sherlock Holmes was playing a violin when the visitor arrived.
(BUT to describe the activity we say "He plays the violin.")
with names of days:
I was born on a Thursday
•
to refer to a kind of, or example of something:
the mouse had a tiny nose
the elephant had a long trunk
it was a very strange car
•
with singular nouns, after the words 'what' and 'such':
What a shame!
She's such a beautiful girl.
•
meaning 'one', referring to a single object or person:
I'd like an orange and two lemons please.
The burglar took a diamond necklace and a valuable painting.
Notice also that we usually say a hundred, a thousand, a million.
NOTE: that we use 'one' to add emphasis or to contrast with other numbers:
I don't know one person who likes eating elephant meat.
We've got six computers but only one printer.
Here are the rules for when to use "A, An or The":
• a = indefinite article with consonants (when not referring to a specific object, that is: one of a number of the
same objects)
She has a dog.
I work in a factory.
•
an = indefinite article with vowels (which are: a, e, i, o, u) (when not referring to a specific object, that is: one of
a number of the same objects)
Can I have an apple?
She is an English teacher.
•
the = definite article (when it is a specific object that both the person speaking and the listener know)
The car over there is fast.
The teacher is very good, isn't he?
•
The first time you speak of something use "a or an", the next time you repeat that object use "the".
I live in a house. The house is quite old and has four bedrooms.
I ate in a Chinese restaurant. The restaurant was very good.
•DO NOT use an article with countries, states, counties or provinces, lakes and mountains except when the
country is a collection of states such as "The United States".
He lives in Washington near Mount Rainier.
They live in northern British Columbia.
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•But do use an article with bodies of water, oceans and seas
My country borders on the Pacific Ocean
•DO NOT use an article when you are speaking about things in general
I like Russian tea.
She likes reading books.
•DO NOT use an article when you are speaking about meals, places, and transport
He has breakfast at home.
I go to university.
He comes to work by taxi.
EXCEPTIONS TO USING THE DEFINITE ARTICLE
There is no article:
After the 's possessive case:
 with names of countries (if
His brother's car.
singular)
Peter's house.
Germany is an important
economic power.
He's just returned from
Zimbabwe.
(But: I'm visiting the United
States next week.)
with the names of individual
mountains, lakes and islands:
Mount McKinley is the highest
mountain in Alaska.
She lives near Lake
Windermere.
Have you visited Long Island?
with the names of languages
French is spoken in Tahiti.
English uses many words of
Latin origin.
Indonesian is a relatively new
language.
with professions:
Engineering is a useful career.
He'll probably go into medicine.
with most names of towns, streets,
stations and airports:
Victoria Station is in the centre of
London.
Can you direct me to Bond Street?
She lives in Florence.
They're flying from Heathrow.
with the names of meals.
Lunch is at midday.
Dinner is in the evening.
Breakfast is the first meal of the
day.
with names of shops:
I'll get the card at Smith's.
Can you go to Boots for me?
in some fixed expressions, for
example:
with people's names (if singular):
John's coming to the party.
George King is my uncle.
(But: we're having lunch with the
Morgans tomorrow.)
with titles and names:
Prince Charles is Queen
Elizabeth's son.
President Kennedy was
assassinated in Dallas.
Dr. Watson was Sherlock
Holmes' friend.
(But: the Queen of England,
the Pope.)
with years:
1948 was a wonderful year.
Do you remember 1995?
With uncountable nouns:
Rice is the main food in Asia.
Milk is often added to tea in
England.
War is destructive.
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by car
by train
by air
on foot
on holiday
on air (in broadcasting)
at school
at work
at University
in church
in prison
in bed
Verbs – Simple and Continuous Tenses
The Simple Present Tense
We use the simple present a lot in our daily speech. This is how we use it:

For repeated acts of routine or habit
I wash my face every morning.
She works at the local video store.
It rains almost every day during the rainy season.

For facts or general truths
The Earth is round.
His sister likes camping.
Many Europeans speak English.
The Simple Past Tense
The Simple Past is used to describe an action, an event, or a condition that happened in the past, sometime
before NOW.
Hint: It’s always good to use key words when teaching grammar. A great key word to use with the simple past
tense is “yesterday”.
Yesterday I walked to the store.
Yesterday my sister played the piano and cooked dinner.
Yesterday I watched TV and listened to the radio.
See how we are using simple forms? When you introduce new grammar to your students, you need to do the
same. The first time your students use any new grammar form, you need to show them clear examples.
Keep it simple!
What is the regular form of the simple past tense? It’s “ed” endings to the simple forms.
I walked.
I talked.
I cooked.
I played.
At 8pm last
night
An hour
ago
This morning
I watched TV
I cooked lunch
Always teach your students regular forms before throwing in irregular forms.
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NOW
But there are so many irregular, often-used forms of the past tense, and your students need to begin learning
these almost right away.
Simple present - Every day I eat.
Simple past - Yesterday I ate.
Simple present - Every day I go to school.
Simple past - Yesterday I went to school.
Simple present - Every day I sing.
Simple past - Yesterday I sang.
Hint: Try to avoid teaching forms by just repeating “eat-ate” “sing-sang”, etc. It’s best to use these words in
sentences. Get your students using full sentences from day one! “Every day I eat…. Yesterday I ate”, etc.
The Simple Future Tense
We use the future tense to talk about anything that is going to happen after NOW, any time in the future.
Your friend walks in the room with his arms full of heavy books. He says, “Oh no, I think some of these are
falling!”
Remind students about contractions – I’ll = ‘I will’ etc
You run up to him and say:
A. “Oh, I’ll help you!”
B. “Oh, I’m going to help you.”
Which is correct – A or B?
Actually, neither is incorrect; both “will” and “going to” are used to talk about the future, often interchangeably.
Yet, sometimes the difference in meaning is significant. Which one do you think sounds better? A or B?
If you chose A, then you can see why you are needed to teach English – because you know what
sounds right and can model it.
If you chose B, well… then… !!!!
Let’s try another example:
Your mother is telling you about her evening plans.
A. “First, I will meet Lois for dinner, then we will go to see that new Brad Pitt movie.”
B. “First, I’m going to meet Lois for dinner, then we’re going to see that new Brad Pitt movie.”
Which do you think sounds better? A or B?
If you think B sounds better, you’re among the majority of native English speakers. Somebody who is learning
English as a second language would more likely choose A.
Let’s take a look at the different uses of future with “will” and “going to”.
Your students will ask you what the difference is, so it’s good for you to know how to show them.
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WILL
1. We use “will” when we are making a promise or commitment.
I’ll take you out for your birthday.
He said he will do my tax return for me if I’m too busy.
The president always says he’ll cut taxes but it never happens!
2. We use “will” when we are stating a spur-of-the-moment decision about the future.
Oh, the phone’s ringing – I’ll get it!
I’ll walk you to your car.
I’ll help you with that.
3. We use “will” when we are making a prediction about the future.
I think it will rain tomorrow.
My sister will do very well on her exam!
The dog will be much happier in his new home.
GOING TO
We use “going to” when we are stating a plan or intention for the future; something you know for sure
will happen.
I’m going to eat dinner in a few minutes.
He’s going to have a long day.
If it rains, I’m going to stay home.
Hints:
1. The rules above are not absolute. We often spontaneously use “will” and “going to” interchangeably. Above
is a guide to get your students started on knowing how to sound like a native speaker when they talk about
the future.
2. It is natural to use contractions like “I’ll” or “We’ll” and even slang like “I’m gonna”. Your students hear you
use it and will follow your model. That is fine –BUT- first make sure they are comfortable with the full forms of
“I will” and “I am going to”.
Now the student/s should be familiar with three of the twelve tenses:
Simple Present
I eat bread every day.
Simple Past
I ate bread yesterday.
Simple Future
I am going to eat bread tomorrow.
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The Present Continuous Tense
The present continuous tense is also sometimes referred to as the present progressive tense. This will
probably be the very first tense your students will learn.
To help you remember what the continuous tenses are, just imagine an action that is continuing and hasn’t
ended yet. With the present continuous, this means the action is happening in the present.
Remember we said it’s good to use key words when introducing a new verb tense?
With present continuous, this key word is NOW or RIGHT NOW.
Look at these examples:
(Right now) I’m watching TV.
(Right now) Larry is eating lunch.
(Right now) my parents are having a vacation in Fiji.
Started in
The past
Will finish in
the future
Is happening now
“I am listening”
A present continuous action…
-started in the past (maybe a year ago, maybe yesterday, maybe a minute ago)
-is happening now
-will end sometime in the future (maybe in two years, maybe tomorrow, maybe in 30 seconds)
Here are some actions that could have started a few minutes ago and may end just a few minutes from now:
I am talking on the telephone.
He is listening to music.
She is walking to the store.
Here are some actions that may have started last week and will end about a week or two from now:
They are staying at their friends’ home in Germany.
She is writing an essay for her history class.
We are waiting for our car to be fixed.
A few more? How about these…
We are saving money for a new house.
I am studying at the University of Southern Queensland.
She is travelling around the world.
Can you see that present continuous is simply something that started in the past and will end in the future? It’s
really simple!
English language learners have a tough time knowing when to use present continuous and when to use the
simple present. It comes quite naturally to native English speakers.
Hint: Sometimes we use the present continuous tense to talk about… the future! Yes, we do it often! Have
you ever said something like this: “Tomorrow I’m going to school.” “Next weekend we’re staying home.” Woah…
present continuous to talk about the future? Yes!
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The Past Continuous Tense
We just looked at the present continuous tense, which describes an action happening NOW.
So then it naturally follows that the past continuous tense describes an action happening at some point in the
PAST.
Yesterday at 3pm
NOW
Yesterday at 3pm
I was sleeping
Was happening at some
point in the past
Yesterday at 3pm, I was watching TV.
Last night at 10:00, we were driving home.
Last week at lunch, I think I was eating lunch with my friend.
We sometimes use the past continuous with “while”.
I was watching TV while my sister was feeding the baby.
My friends were partying while I was at home sleeping.
The babies were crawling around while their mums were watching them.
See the pattern? (continuing action) + while + (continuing action)
You try it!
Complete these sentences aloud using the same format:
She was driving while…
I was listening to the radio while…
My son and his friends were eating pizza while…
We also often use the past continuous with “when”.
I was preparing lunch when you called.
She was driving to work when the accident happened.
I was skiing when I broke my leg.
So what’s the difference between using “when” and “while”?
Well, compare the two, look at the patterns and see if you can figure it out.
What’s the difference between these two?
I was preparing lunch while you were calling your friend.
I was preparing lunch when you called.
While = two continuing actions were happening simultaneously
When = one continuing action was occurring when a short complete action occurred.
I was walking down the street while my friend was rollerblading next to me.
Walking = a continuing action
Rollerblading = a continuing action
I was walking down the street when the rain started.
Walking = a continuing action
Started = a short complete action
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The Future Continuous Tense
Okay! If this is the present continuous:
I am listening to classical music on my radio.
And if this is the past continuous:
I was listening to classical music on my radio.
Then what do you suppose is the future continuous?
Present continuous: I am walking.
Past continuous: I was walking.
Future continuous: ?
NOW
Tomorrow at 8pm
I will be walking
Tomorrow at 8pm
Will be happening at
some time in the future
This is the future continuous form:
At 7am, I will be sleeping.
Tomorrow night I’ll be studying, so please don’t call.
Next weekend we’ll be driving up north with my in-laws.
That’s it! Simple isn’t it?
Now, not ALL verbs can be used in the present, past or future continuous form.
I eat
I walk
I am eating
I am walking
Those make sense, right?
How about these:
I see
I love
I am seeing
I am loving
No, we don’t say “I am seeing a car” or “I am loving my mother”, do we?
We say, “I see a car” and “I love my mother”.
These are verbs we don’t usually use the continuous tenses with:
• hate, like, love, need, prefer, want, wish
• believe, imagine, know, mean, realise, recognise, remember, suppose, understand
• belong, concern, consist, contain, depend, involve, matter, need, owe, own, possess
• appear, resemble, seem,
• hear, see
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Here are some more examples:
I love pizza.
I believe you are right.
That depends on the weather
It seemed strange.
not I am loving pizza.
not I am believing you are right.
not That is depending on the weather.
not It was seeming strange.
That’s six of the twelve tenses!
Simple Present
Simple Past
Simple Future
Present Continuous
Past Continuous
Future Continuous
While the remaining tenses are used in everyday speech, learning them is for upper intermediate level student and this
‘little’ booklet is not intended to be a complete grammar or for teaching grammar at advanced levels – the first six are
included here for they are the first a student will have learnt – and are needed before conversation English can occur.
The remaining 6 tenses are:
The Present Perfect Tense
The Present Perfect tense is a useful tense! The key word that will help you remember the Present Perfect
tense is forms of the verb “have”. Actually it’s “have” + the past participle form of a verb.
She has finally completed her degree!
Korea has become a popular teaching destination.
I have started cooking dinner.
I have eaten pasta three times this week.
The Past Perfect Tense
Present perfect tense: I have finished.
Past perfect tense
I had finished.
I had never been to Tokyo before my holiday last winter.
Had your parents already divorced when you got married?
I had worked at K-Mart for 12 years. (by the time I retired)
The Future Perfect Tense
A natural progression, really.
Present = Have
talks about the past in the present
Past = Had
talks about the past in the past
Future = Will have
talks about the past in the future
I will have worked at K-Mart for 12 years by the time I retire.
He will have finished the housework by noon.
The Present Perfect Continuous Tense
Refers to an action that started in the past and is continuing now or was continuing until very recently.
I’ve been waiting for almost an hour!
She’s been reading that book all night.
The Past Perfect Continuous Tense
Past Perfect Continuous refers to a continuing action in the past before another time in the past.
I wasn’t surprised that Jared was late. He’d been working late for several weeks.
I was so tired last weekend because I hadn’t been sleeping well.
They had been writing letters for years before they met.
The Future Perfect Continuous Tense
The Future Perfect Continuous refers to a continuing action in the future before another time in the future.
She will have been working for 12 hours by the time I relieve her.
I’ll wake him up at 4:00. By then he’ll have been sleeping long enough.
Will they have been watching TV when we arrive?
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Short Grammar Test
[to guide me your teacher – there is no failing!!]
[a] Which word/s are nouns?
House, me, he, going, field, Thailand, pretty, child
(underline which ones)
[b] Which of these nouns can you count?
Peaches, people, toes, rice, truth, girls, information
(underline which ones)
[c] Is the underlined in the following sentence in present continuous tense’,
‘simple past tense’, or ‘past continuous tense’?
(underline which ones)
The boy was playing football.
[d] Which of the following sentences is true?
(1) A pronoun is a doing word
(2) A pronoun describes the noun following it
(3) A pronoun takes the place of a noun
(4) “The” is a pronoun – for example in a
sentence like: “The little girl skipped merrily along the path”
(5) “He” is a pronoun
[e] Are the following words pronouns
Mine
You
It
Yourself
true/false (delete the incorrect)
true/false
true/false
true/false
true/false
yes/no
yes/no
yes/no
yes/no
[f] Choose a preposition for the blank space in the following sentence:
The cat sat …… the chair (in, at, on, next to, over)
[g] Which of the two sentences following is correct?
(1) The elephant is the biggest of all 200 animals in the zoo
(2) The elephant is the bigger of all 200 animals in the zoo.
correct/incorrect
correct/incorrect
[h] Does the correct sentence above use the superlative?
yes/no
[i] In the following sentences the words in bold type) are
(1) The movie is quite boring. An adverb of degree?
yes/no
(2) I usually play football on Saturday: An adverb of frequency? yes/no
(3) How are you?: An adverb of manner?
yes/no
[j] Circle the correct tense for the following sentences
(1) I play bingo
(2) Thailand is a beautiful country
(3) Yesterday, I saw a movie
(4) Tomorrow we will study conjunctions
(5) I was going to the movies yesterday
Answers
[a] House, field, Thailand, child
[b] rice, truth, information cannot be counted
[c] past continuous
[d] (1)-false; (2) – false; (3)- true; (4)-false; (5)- true
[e] all yes – [a] = possessive [b] = subject [c] = subject [d] = reflexive
[f] on or next to
[g] (1) – correct; (20 – incorrect
[h] yes
[i] yes to all
[j] [1] – present; [2] – present; [3] – past; [4] – future [5] past continuous
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past, future, present
Future, present, past
past, present, future
present, future, past
past continuous, past simple