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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!)
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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

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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!
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Learning the eBay “Lingo”

Do you have trouble sometimes understanding when people talk about eBay? Don’t worry, some of the jargon is really obscure, and you can’t be expected to understand it until someone’s told you what it means. Here’s a little list of some of the most useful lingo to know, but you don’t need to memorise it – even the most common jargon is only used relatively rarely.

Words
Bid: telling eBay’s system the maximum price you are prepared to pay for an item.
Dutch: an auction where more than one of an item is available.
Feedback: positive or negative comments left about other users on eBay.
Mint: in perfect condition.
Non-paying bidder: a bidder who wins an auction but does not then go on to buy the item.
PayPal: an electronic payment method accepted by most sellers.
Rare: used and abused on eBay, now entirely meaningless.
Reserve: the minimum price the seller will accept for the item.
Shill bid: a fake bid placed by a seller trying to drive up their auction’s price.
Snail Mail: the post, which is obviously very slow compared to email.
Sniping: bidding at the last second to win the item before anyone else can outbid you.

http://www.ego4u.com/en/business-english/infos/ebay-slang

LINDA’S PROFILE

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It’s only English, how many accents could there be!?

While English has become the most widely used language in the world, the definition of “Standard English” is not always so clear.

This video is one of my favorites for helping English students see the variations between accents and dialects in spoken English. Surprisingly, English accents vary greatly; and if a student has learned American English in school, for example, he/she could have a very hard time understanding someone speaking Australian English.

Because listening to various English accents is “easier said than done,” I recommend learning the fun way- with movies! Here is a great website that can help you learn all kinds of English accents by watching movie trailers and clips. Watch and re-watch until you can understand, and don’t hesitate to ask questions or look up some of the phrases being said. Also, I would advise taking on one accent at a time until you can better understand it, then moving on to the next one. Good luck, and don’t give up!

http://kelseysensei.wordpress.com/2013/12/23/its-only-english-how-many-accents-could-there-be/ 

 

 

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Much and Many

“Much” and “many” are used so many times in English! It takes much effort to learn the difference between them. Students should spend a lot of time studying if they want to speak fluent English.

There are many great websites that help with this subject. Here are some resources that you can use to learn more:

http://englishlanguagehelp.info/esl/much-vs-many/

http://stickyball.net/esl-grammar.html?id=394

And here is a quiz for practice.

Do you feel confident with using “much” and “many?” Try to describe the following words using either “much” or “many” for practice:

_______ cars
_______ books
_______ rain
_______ snow
_______ love
_______ coffee
_______ people
_______ groups
_______ time
_______ English!

How did you do? If you are still having trouble, try the websites to learn more. I wish you much luck and many good answers!

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The Importance of Asking Questions

We all know that asking questions is important when you learn a new language, but how important?

As an ESL teacher, I am always looking for new ways to help my students learn. One of the best ways I can do that is by knowing my student’s interests and any QUESTIONS they may have.

When a student asks a question, it not only gives them good practice and new information, but it allows the teacher to understand what the student needs to learn! So, I encourage you, students, to ask ask ask! It is so important to always be asking questions, no matter how small or silly they may seem.

Here is a link to some good information on how to ask questions in English. I hope it helps, and don’t forget: ASK QUESTIONS!

http://www.englishclub.com/grammar/verbs-questions_types.htm

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ADVERB placement

Student: Why is the first one correct and not the second?

The kids work well at school.
The kids work at school well.

Teacher:  The first one is correct because there is a ‘rule of order’ of words in a sentence.  Basic English sentences, until you are at an advanced level of English, is: Subject, Verb, Object.
Then, we usually, put the modifying adjectives, before the noun they are talking about.  The kids (subject)   Or the smart (adjective) kids… AND THE ADVERB comes after the verb…work well….we put the adverb right after the verb to avoid misunderstanding as to which word the adverb is modifying.

Here’s another example…
The dog barked loudly at the postman.
If you move ‘loudly’ to the end of the sentence, you are actually putting the most emphasis on the fact that the dog barked at the postman.  By putting ‘loudly’ at the end…it is almost as if you were saying something as an ‘afterthought.’  When in fact, what you really want to say, is that the dog BARKED LOUDLY…not just barked…so the location of the adverb gives more emphasis.

JANET’S PROFILE

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Common Phrases

Student: I realize I should learn by heart a set of template common phrases for everyday situations. So I can build my arguments or story around them, use them. Maybe that way to speed my speech flow.

Teacher: It is a good idea to be comfortable using common phrases.  I would not recommend just memorizing them.   You need to be able to use them on the spot, in any random conversation.      Play around with these useful expressions. 

I believe that learning phrases is more effective than just single vocabulary words.  So many words can be used differently – especially when dealing with prepositions and everyone’s favorite, phrasal verbs!    Just going over that list (or any other list of common phrases) will make you aware of them and you will notice them when you are watching TV shows or reading articles (everyday!)

on the spot:  immediately

 

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I don’t know where to start for a job interview

Student: I don’t know where to start for a job interview in America because the system I use is only Russian.

Teacher:  Get comfortable with the terms in English so you can easily explain what you do in English.  This is going to require a lot of reading, both about the system itself  (in this case: 1C: Enterprise 8 )  and then general IT interview questions.

Interviews require a lot of research.   You need to know exactly what they are looking for and explain how you fit their needs.  You also need to know about the company and their practices.  In the IT industry the required skill set may be the same, but how the companies operate vary from one to the next.   You need to find out how they operate and make sure that your answers fit with how they do things.

 

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