Posts

Words ending in –ance and –ence

These two endings are both used to make nouns from verbs (e.g. performance from perform) or nouns from adjectives (e.g. intelligence from intelligent).

In general, you’ll need to remember how to spell these words (or else check their spelling in a dictionary). Here are some tips to help you remember:

Words ending in -ance

  • If the word is formed from a verb that ends in -y, -ure, or -ear, then the ending will be spelled -ance. For example: alliance (from ally), endurance (from endure), or appearance (from appear)
  • If the main part of the word (i.e. the bit before the ending) ends in a ‘hard’ c (pronounced like the c in cab) or a ‘hard’ g (pronounced like the g in game), then the ending will be spelled -ance. For example: elegance or significance.
  • If the noun is related to a verb ending in -ate, then the ending is likely to be -ance, e.g.tolerance (from tolerate)

Here are some common nouns ending in -ance:

clearance; guidance; acceptance; relevance; ignorance; importance; resemblance; instance; allowance; insurance; distance; substance; maintenance; appliance; disturbance; assistance; nuisance; balance; fragrance; circumstance; grievance; dominance; attendance.

Words ending in -ence

  • If the word is formed from a verb ending in -ere, then the ending will be spelled -ence. For example: reverence (from revere), adherence (from adhere), or coherence (from cohere).

Note that the word perseverance is an exception to this rule!

  • If the main part of the word ends in a soft c (pronounced like the c in cell) or a soft g(pronounced like the g in gin), then the ending will be -ence. For example: adolescence oremergence.

Note that the word vengeance is an exception to this rule!

Here are some common nouns ending in -ence:

consequence; absence; convenience; preference; influence; presence; innocence; difference; recurrence; audience; reference; essence; evidence; affluence; insistence;  sentence; coincidence; sequence; existence; silence; conference; experience; patience; confidence.

2014.06.26_-ance_-ence
 [gap height=”15″]
[gap height=”15″]
 [gap height=”15″]
/0 Comments/by
,

IDIOMS

Oftentimes when we speak, we use idioms to make a point.  Idioms are used in many different languages for expression. Though it may be difficult to translate them from one language to another, we may still find ones that share the same basic meaning. 
Learning idioms is important if you want to have normal, everyday conversations with native speakers on an informal level.  The rules you learn for speech in the classroom do not always apply to the language of the streets, the clubs, the coffee shops, speaking with friends, etc. 
Understanding idioms and knowing when to use will help you speak better and help you understand the different phrases you hear.  Here are some of the most common idioms used in the English language.
 
A Chip On Your Shoulder: 
Being upset for something that happened in the past. 
 
A Piece of Cake: 
A task that can be accomplished very easily.
 
Back To The Drawing Board: 
When an attempt fails and it’s time to start all over.
 
Bite Off More Than You Can Chew: 
To take on a task that is way to big.
 
Down To The Wire: 
Something that ends at the last minute or last few seconds.
 
Go The Extra Mile: 
Going above and beyond whatever is required for the task at hand.
 
Hit The Nail on the Head: 
Do something exactly right or say something exactly right. 
 
Mumbo Jumbo: 
Nonsense or meaningless speech

Out Of The Blue: 
Something that suddenly and unexpectedly occurs.
 
Rain check: 
An offer or deal that is declined right now but willing to accept later.
/0 Comments/by
, ,

There, They’re, and Their

There, They’re, and Their

There are some words that are just hard to remember how to spell, and if they sound the same as each other, it simply compounds the problem. I’m all for using images to help myself remember stuff, so let’s be kind and do the same for our kids! Here are a few of the tricks I used with my students when teaching these three words.

The Contraction “They’re”

Here’s a visual that you could show your students. Point out that the two guys on the left are drawing attention to the two short people on the right. The sentence under the stylized word shows the relationship between “we’re” and “they’re,” both derived from a word combined with what used to be “are.” I shared the story in another blog about how contractions came to be. Maybe a quick brush-up of that story will suffice to drive this concept deep into memory! Notice that in the sentence, the “’re” and the “are” are both light blue to tie the two together.

6a00e5529de4af8834013480022128970c-800wi

The Location Word “There”

Location words “here,” “where,” and “there” all have the word HERE in them. You can do a goofy sort of “who’s on first” using these words. Mom says “Come here and get your sandwich!” Child says, “Where?” Mom replies “There!” Note that in the picture, each here in the location words is light blue to tie them together in memory.

there

 

In order to help young children remember the -ere spelling, I would say that the location words all end with a sandwich. The e’s are the slices of bread and the r is the baloney in between the bread. You could teach this by drawing a simple crust around the e’s like this:

6a00e5529de4af8834013480021e0f970c-800wi

 

The Possessive Word “Their”

For some reason my students always had a really tough time remembering how to spell “their” and remembering when to use that word versus “there” or “they’re.” When teaching “their,” I used a little sentence and the following mini story and drew the action on a white board. Worked like acharm! Here’s how the story goes…There were two kids, who one day discovered that there were little evergreens growing up all over their backyard. When they asked their father about it, he explained to them that the pinecones that fell from the trees made new little trees. The thing is, they’d not noticed before because the mower always got to the little trees before they’d had a chance to grow big. This time, however, the mower was broken and the grass hadn’t been mowed for a while. So of course the kids didn’t want Dad to mow down the cute little trees! But after a bit of discussion, a compromise was reached: kids would choose the nicest tree they could find and plant it in a safe spot in the yard. Then Dad would mow the lawn. And that is what they did. The kids watched over their fir tree carefully and after a while it grew to be much taller than they were! How proud they were! When other kids came over to play, they made sure everyone knew the fir was theirs. I pointed out to my students that “their” and “fir” both end the same way. As a matter of fact, if you take the words “the” and “fir” and put them side by side, then erase the ‘f’ at the beginning of “fir” you will have the word “their”! Try it! I promise it will work!

6a00e5529de4af8834013480021f4f970c-800wi

http://child-1st.typepad.com/my_weblog/2010/04/tips-for-teaching-there-theyre-and-their.html

 

RIHAM’S PROFILE

/0 Comments/by
,

“THINK”- Phrasal verbs with about, of, and on

I recently had someone ask me about the difference between “think about,” “think of,” and “think on.” (Shout out to Benedito! Thanks!) As a native speaker, these phrasal verbs are not even a problem! But after studying the differences, I can see how incredibly confusing it can be. Below, I have described the most common ways to use phrasal verbs with “think.” So, let’s look at an easy way to remember the difference!

First we have:

Think about (someone or something)

Simply, this means to actively contemplate someone or something. 

However, if you “contemplate,” that means you are having a deep thought or pondering. “Think about” is not (usually) the same as pondering or meditating a deep thought. Here are some examples:

“Whenever I think about him, I get goose bumps.”
“I don’t want to think about that movie, its too sad.”
“What are you thinking about right now?”

See? Those were simple thoughts, not too deep and not too quick.

Exceptions include:
 ♦ Using "think about" to mean thinking of a deep thought.
"Sometimes I think about the meaning of life."
 ♦ Using "think about" to mean consider.
"I thought about moving to Spain." ("I considered moving to Spain.")
____________________________________________________________________________________
Now, lets look at

Think of (someone or something)

Actually, the dictionary definition is the same for this phrase. HOWEVER- it is used in different contexts. Most commonly, “think of” is used as a fleeting thought/memory OR a fact that you know and would like to suggest to someone. For example,

[fleeting thought/memory]- “I think of you whenever I go to the restaurant where we used to eat.”
[fleeting thought/memory]- “I think of our old house sometimes.”
[fact/suggestion]- “Oh, I thought of an idea! We should go see a movie tonight.”
[fact/suggestion]- “I can’t think of any English examples for my lesson.”

Can you see how these thoughts were more quick? “Think of” ideas and short memories.

Exceptions include:
 ♦ Using "think of" to mean thinking of a deep thought.
"Sometimes I think of the meaning of life."
 ♦ Using "think of" to mean consider.
"I thought of moving to Spain." ("I considered moving to Spain.")

____________________________________________________________________________________

Finally, we have

Think on/upon (someone or something)

This one is MUCH easier to understand! Any time you use “think on” or “think upon,” it is always with a deep thought. You are contemplating or reflecting on someone or something. When you “think on” something, you are focusing on that thought and nothing else. For example,

“I thought upon Abraham Lincoln and what a great man he was.”
“Son, you are being punished. Think on what you have done wrong.”
“I thought on all of the terrible things that had happened.”

Not so hard, right??

*Note: "Upon" is formal and less commonly used than "on."
____________________________________________________________________________________

So, now that we have covered these 3 very similar phrasal verbs, are they more clear to you? See if you can answer these questions to test your knowledge:

“Think _______” is always used with deep thought.

I should use “think _______” if I want to mention an idea or suggestion to my friend.

Using “think _______” is good for most situations when my thought is not long, yet not quick.

And the most important question:

Are there exceptions to these rules?

The answer is YES! There will always be exceptions with English. They should have named it “Exceptionish” rather than “English.” But if you follow these basic rules, you will be understood and will be able to understand what native speakers are saying a little better when they are using these phrasal verbs.

*I will be writing a PART 2 post about the other phrasal verbs with “think.” Any feedback and/or questions are welcomed anytime! I am here to help make English easier to understand, if anything is unclear I am glad to fix it! Thanks for reading 🙂

 

 

KELSEY’S PROFILE

/1 Comment/by
,

In/into and on/onto

English prepositions cause a great deal of confusion for non-native speakers. This article is about some of the most common preposition pairs which are easily confused.

In / into

What exactly is the difference between in and into? At least in a few cases, they are both possible. However, there are some differences, too.

Both ‘in’ and ‘into’ refer to three dimensional spaces. In is used to talk about position. Into is used to talk about directions and destinations.

He is not in his office. (NOT He is not into his office.)

She walked into the room. (NOT She walked in the room.)

Into is often used to suggest that people or things move from an outdoor space into an indoor space.

Compare:

She was walking in the garden. (Here in shows position inside the garden.)

Then she walked into her house. (Here into shows movement from the garden to the house.)

She is in her room reading a book.

She ran into the room carrying a paper.

On / onto

The difference between on and onto is similar to the difference between in and into.

On shows position. Onto shows movement or direction.

There is a book on the table. (Position)

He threw the book onto the bed.

The cat is on the roof.

How does it get onto the roof?

Can you get onto the roof without a ladder?

See if you can throw your hat onto the roof.

Into and onto are normally written as single words. On to is also possible in British English.

After some verbs (e.g. throw, jump, push, put) both in and into or on and onto are possible with similar meanings.

Read more at http://www.englishpractice.com/improve/ininto-ononto/#rydrAoed93KSsToX.99

LINDA’S PROFILE

/0 Comments/by
, ,

“So” or “too”? Know the difference and why it matters!

One of the most common problems I hear with my students every day is the misuse of “so” or “too.” 

Wow, this is so much food!

or

Wow, this is too much food!

Do you know the difference?

Actually, changing that one adverb can make a neutral sentence a negative one. Let me explain 🙂

SO

meaning: to such a great extent.


I drank so much coffee yesterday!
= I drank a lot of coffee yesterday!
= I drank a great amount of coffee yesterday!


She speaks so quickly.
= She speaks very quickly.
= She speaks at a quick speed.

TOO

meaning: more than is desirable, permissible, or possible; excessively.


I drank too much coffee yesterday!
= I drank more coffee than I should have yesterday!
= I drank an unnecessary amount of coffee yesterday.


She speaks too quickly.
= She speaks excessively fast; I can’t understand her.
= She speaks at a quick speed that isn’t understandable.

As you can see, using “so” in a sentence just emphasizes the extent of the adjective you are describing (I drank SO much coffee). But using “too” actually means that it is more than necessary (I drank TOO much coffee). What are some examples in your daily life when you use “so” and “too”?

KELSEY’S PROFILE

 

/0 Comments/by
, ,

Do you know your colloquial pairs?

Many of my IELTS students make a point of studying their idioms and phrasal verbs, mostly as it’s a clear cut way to show fluency and develop a more natural and advanced way of speaking English. However, there is something else which can also help here. This is the use of colloquial pairs. You will surely all now about ‘pros and cons’  from learning how to speak about advantages and disadvantages, and this is indeed a colloquial pair, however what about others? 

What is a colloquial pair? Well these are pairs of words that have a special significance, such as idioms or slang. You must take care not to put them in the wrong order however, as while these pairs may be understood in a reversed order, they will sound incorrect to a native speaker.

  • prim and proper
  • to and fro
  • odds and ends
  • hard and fast
  • tooth and nail
  • pros and cons
  • by and large
  • down and out
  • length and breadth
  • safe and sound

So, can I give you some examples? Well, I’m very ‘prim and proper’ about my colloquial pairs so I must make sure I use them correctly! I believe that ‘by and large’ these are phrases which are essential to add to your vocabulary if you want to speak like a native, and there is nothing we can do to change that! I’m afraid these rules are set ‘hard and fast’ and we can’t make any exceptions. 

Why not look the other pairs up online and see if you can use them?

 

RACHEL’S PROFILE

/0 Comments/by
,

Don’t recommend it, suggest it instead

I recently had a query from one of my students which went a bit like this…
“I have understood all the corrections you’ve made, but I have a doubt with the verb “recommend”. I thought it could be used as I did in the writing “I recommend you to read this book” now I know that I have to say “I recommend that you read this book” but my doubt is: in which cases can it be used with the form “recommend+object+to+infinitive”?
Ah ha…  good question I thought.  This is a perfect example of why I recommend (!) that my students avoid using the verb ‘to recommend’, at least at certain levels of their understanding.  I suggest that they use ‘to suggest’ or even advise them to use ‘advise’ as alternatives.
Why?
The student had written…
“For all the aforementioned reasons I strongly recommend you to read this masterpiece, so if you have the chance, don’t hesitate to read it!”
I had subsequently corrected it to…
“For all the aforementioned reasons I strongly recommend that you read this masterpiece, so if you have the chance, don’t hesitate to read it!”
So when they queried this my response was that the error was not with `recommend`, it was actually with `to read`. Whilst it is sometimes suggested that ‘recommend’ can be followed by ‘to + infinitive’, it really shouldn’t.

We recommend you use our new software.
not:
We recommend you to use our new software.

Whilst the following structures related to the verb recommend are often noted as grammatically correct….

(1) verb + object + to-infinitive –> I recommend you to use 
(2) verb + -ing form (without object) –> I recommend using
(3) verb + present subjunctive –> I recommend *(that) you use
(4) verb + should + bare infinitive –> I recommend (that) you should use

* that is optional in this case

… my opinion is  that “I recommend you to read” is bad English. We say “I advise you to…”. With “recommend” it just sounds wrong (to me).

Therefore I always think it is best for some levels of ESL students to actually use ‘advise’ or ‘suggest’ than ‘recommend’ in the their writing and so you avoid the problem! Yes I know that some teachers would say that you should ‘resolve’ the problem but I really cannot explain how ‘it just sounds wrong’. So best, for now, to work around it! (Until I find a better explanation!)
/0 Comments/by
,

5 Common Grammar Mistakes

Error #1: Run-on Sentence or Comma Splice

A run-on sentence is a sentence that joins two independent clauses without punctuation or the appropriate conjunction. A comma splice is similar to a run-on sentence, but it uses a comma to join two clauses that have no appropriate conjunction.

Fixing a run-on sentence or a comma splice can be accomplished in one of five different ways:

  • Separate the clauses into two sentences.
  • Replace the comma with a semi-colon.
  • Replace the comma with a coordinating conjunction–and, but, for, yet, nor, so.
  • Replace the comma with a subordinating conjunction–after, although, before, unless, as, because, even though, if, since, until, when, while.
  • Replace the comma with a semi-colon and transitional word–however, moreover, on the other hand, nevertheless, instead, also, therefore, consequently, otherwise, as a result.

For example:

  • Incorrect: Rachel is very smart, she began reading when she was three years old.
  • Correct: Rachel is very smart. She began reading when she was three years old.
  • Correct: Rachel is very smart; she began reading when she was three years old.
  • Correct: Rachel is very smart, and she began reading when she was three years old.
  • Correct: Because Rachel is very smart, she began reading when she was three years old.
  • Correct: Rachel is very smart; as a result, she began reading when she was three years old.

Error #2: Pronoun Errors

Pronoun errors occur when pronouns do not agree in number with the nouns to which they refer. If the noun is singular, the pronoun must be singular. If the noun is plural, however, the pronoun must be plural as well. For example:

  • Incorrect: Everybody must bring their own lunch.
  • Correct: Everybody must bring his or her own lunch.

Many people believe that pronoun errors are the result of writers who are trying to avoid the implication of sexist language. Although this is an admirable goal, correct grammar is still important.

Error #3: Mistakes in Apostrophe Usage

Apostrophes are used to show possession. However, you do not use an apostrophe after a possessive pronoun such as my, mine, our, ours, his, hers, its, their, or theirs. For example:

  • Incorrect: My mothers cabin is next to his’ cabin.
  • Correct: My mother’s cabin is next to his cabin.

In the case of it’s, the apostrophe is used to indicate a contraction for it is. For example:

  • Incorrect: Its a cold day in October.
  • Correct: It’s a cold day in October.

Error #4: Lack of Subject/Verb Agreement

When speaking or writing in the present tense, a sentence must have subjects and verbs that agree in number. If the subject is singular, the verb must be singular. If the subject is plural, the verb must be plural as well. For example:

  • Incorrect: The recipes is good for beginning chefs.
  • Correct: The recipes are good for beginning chefs.

Error #5: Misplaced Modifiers

To communicate your ideas clearly, you must place a modifier directly next to the word it is supposed to modify. The modifier should clearly refer to a specific word in the sentence. For example:

  • Incorrect: At eight years old, my father gave me a pony for Christmas.

Correct: When I was eight years old, my father gave me a pony for Christmas.

LINDA’S PROFILE

/0 Comments/by
,

IELTS

I have a lot of students who are studying for the IELTS exams, both Academic and General. A lot of them come to me after they have already taken it once and only scored 5.5 when they really want 6.5 or 7 for visa requirements to go to other countries.

They don’t understand why they only got 5.5 last time.

So we talk, and I listen, and we discuss the last exam, I test them on their grammar and vocabulary and then confirm to them that they speak very good English. However what most them don’t realise is that the IELTS is so much more than a normal English test when it comes to the speaking. There are extra marks that you can pick up quite easily, and if you browse thoroughly through all the online IELTS advice they will confirm what I am telling you here. It is not the quality of the grammar, but the fluency and cohesion of your response, the style and essence of your argument, the ability to hold a discourse at a deeper level. Ok, you say. So what do I need to do? Easy, I reply. Show them that you know how to use 4 things;

  • Phrasal verbs – often seen as the poor relative of the posher and more intellectual Latin derived verbs in English, they are nonetheless essential to show true levels of fluency in English.
  • Idioms – an absolute must to be able to converse like a native.
  • Paraphrasing – to show the examiner that you not only understand but can explain in another way
  • Give examples in 3s – 3 adjectives, 3 verbs, 3 nouns, 3 anything… as long as you always talk in three. It shows that you can not only give an example, but in fact have lots of ideas.

IELTS candidates can also score highly by…

  •  Getting straight to the point
  • Using a range of tenses – past simple, present simple and present perfect – with great accuracy
  • Using a wide range of grammatical forms such as a conditional sentence (If I…) and a cleft sentence (All I need now is…)
  • Answering all parts of the question
  • Avoiding over-formality and using expressions such as actually and pretty that are appropriate to conversational style
  • Providing a summarising sentence to wrap up the response
Finally, what does it take to achieve this? Practice! Just practice!
/0 Comments/by