Author Archives: andagendismanis
Here are some of English Lesson Videos
Click the following link to get the lesson!
PRESENT PERFECT-ENGLISH GRAMMAR
REPORTED SPEECH-ENGLISH GRAMMAR
GLOTTAL STOP-ENGLISH PRONUNCIATION
CAN AND CAN’T-ENGLISH PRONUNCIATION
“THINK”-COMMON MISTAKES IN ENGLISH
ADVISE/RECOMMEND/SUGGEST-COMMON MISTAKES IN ENGLISH
In English, knowing when to use ‘a’ or ‘the’ can be difficult. Fortunately, there are rules to help you, but you need to know what type of noun you are using.
GRAMMAR RULE 1
When you have a single, countable English noun, you must always have an article before it. We cannot say “please pass me pen”, we must say “please pass me the pen” or “please pass me a pen” or “please pass me your pen”.
Nouns in English can also be uncountable. Uncountable nouns can be concepts, such as ‘life’, ‘happiness’ and so on, or materials and substances, such as ‘coffee’, or ‘wood’.
GRAMMAR RULE 2
Uncountable nouns don’t use ‘a’ or ‘an’. This is because you can’t count them. For example, advice is an uncountable noun. You can’t say “he gave me an advice”, but you can say “he gave me some advice”, or “he gave me a piece of advice”.
Some nouns can be both countable and uncountable. For example, we say “coffee” meaning the product, but we say “a coffee” when asking for one cup of coffee.
GRAMMAR RULE 3
You can use ‘the’ to make general things specific. You can use ‘the’ with any type of noun – plural or singular, countable or uncountable.
“Please pass me a pen” – any pen.
“Please pass me the pen” – the one that we can both see.
“Children grow up quickly” – children in general.
“The children I know grow up quickly” – not all children, just the ones I know.
“Poetry can be beautiful”- poetry in general.
“The poetry of Hopkins is beautiful” – I’m only talking about the poetry Hopkins wrote.
MORE USES OF ARTICLES IN ENGLISH
Rivers, mountain ranges, seas, oceans and geographic areas all use ‘the‘.
For example, “The Thames”, “The Alps”, “The Atlantic Ocean”, “The Middle East”.
Unique things have ‘the’.
For example, “the sun”, “the moon”.
Some institutional buildings don’t have an article if you visit them for the reason these buildings exist. But if you go to the building for another reason, you must use ‘the’.
“Her husband is in prison.” (He’s a prisoner.)
“She goes to the prison to see him once a month.”
“My son is in school.” (He’s a student.)
“I’m going to the school to see the head master.”
“She’s in hospital at the moment.” (She’s ill.)
“Her husband goes to the hospital to see her every afternoon.”
Musical instruments use ‘the‘.
“She plays the piano.”
Sports don’t have an article.
“He plays football.”
Illnesses don’t have an article.
“He’s got appendicitis.”
But we say “a cold” and “a headache”.
Jobs use ‘a’.
“I’m a teacher.”
We don’t use ‘a’ if the country is singular. “He lives in England.” But if the country’s name has a “plural” meaning, we use ‘the’. “The People’s Republic of China”, “The Netherlands”, “The United States of America”.
Continents, towns and streets don’t have an article.
“Africa”, “New York”, “Church Street”.
Theatres, cinemas and hotels have ‘the’.
“The Odeon”, “The Almeira”, “The Hilton”.
Abbreviations use ‘the’.
“the UN”, “the USA”, “the IMF”.
We use ‘the’ before classes of people.
“the rich”, “the poor”, “the British”.
Robert E. Slavin and Alan Cheung
Research suggests that bilingual programs do not harm and usually improve the English reading performance of English language learners.
English language learners—students who come from homes in which a language other than English is spoken—are one of the fastest-growing student populations in U.S. schools. At the same time, the debate over the best way to help English language learners succeed in school has become increasingly heated and political: Some states have abolished or sharply limited native language instruction, whereas others continue it. Today, the stakes are higher than ever. Because many federal and state policies now mandate that schools demonstrate adequate yearly progress of every student subgroup, schools with large English language learner populations face serious consequences unless these students succeed.
The controversy over optimal education for English language learners has focused on beginning reading instruction in particular. Should schools teach English language learners to read in their native language first and then in English, or should English language learners be taught to read in English from the outset with appropriate supports? Whatever the language of instruction, which instructional strategies are most effective? To answer these questions, we must examine the research on beginning reading instruction for English language learners.
to see more please click the link below:
Lisa Mojsin, head trainer, director and founder of the Accurate English Training Company in Los Angeles, offers these tips to help ‘neutralise’ your accent or rather do away with the local twang, as you speak.
i. Observe the mouth movements of those who speak English well and try to imitate them.
When you are watching television, observe the mouth movements of the speakers. Repeat what they are saying, while imitating the intonation and rhythm of their speech.
ii. Until you learn the correct intonation and rhythm of English, slow your speech down.
If you speak too quickly, and with the wrong intonation and rhythm, native speakers will have a hard time understanding you.
Don’t worry about your listener getting impatient with your slow speech — it is more important that everything you say be understood.
iii. Listen to the ‘music’ of English.
Do not use the ‘music’ of your native language when you speak English. Each language has its own way of ‘singing’.
iv. Use the dictionary.
Try and familiarise yourself with the phonetic symbols of your dictionary. Look up the correct pronunciation of words that are hard for you to say.
v. Make a list of frequently used words that you find difficult to pronounce and ask someone who speaks the language well to pronounce them for you.
Record these words, listen to them and practice saying them. Listen and read at the same time.
vi. Buy books on tape.
Record yourself reading some sections of the book. Compare the sound of your English with that of the person reading the book on the tape.
vii. Pronounce the ending of each word.
Pay special attention to ‘S’ and ‘ED’ endings. This will help you strengthen the mouth muscles that you use when you speak English.
viii. Read aloud in English for 15-20 minutes every day.
Research has shown it takes about three months of daily practice to develop strong mouth muscles for speaking a new language.
ix. Record your own voice and listen for pronunciation mistakes.
Many people hate to hear the sound of their voice and avoid listening to themselves speak. However, this is a very important exercise because doing it will help you become conscious of the mistakes you are making.
x. Be patient.
You can change the way you speak but it won’t happen overnight. People often expect instant results and give up too soon. You can change the way you sound if you are willing to put some effort into it.
Various versions of the English language exist. Begin by identifying the category you fall into and start by improving the clarity of your speech.
~ Focus on removing the mother tongue influence and the ‘Indianisms’ that creep into your English conversations.
~ Watch the English news on television channels like Star World, CNN, BBC and English movies on Star Movies and HBO.
~ Listen to and sing English songs. We’d recommend Westlife, Robbie Williams, Abba, Skeeter Davis and Connie Francis among others.
Books to help you improve your English
- Essential English Grammar by Murphy (Cambridge)
- Spoken English by R K Bansal and J B Harrison
- Pronounce It Perfectly In English (book and three audio cassettes) by Jean Yates, Barrons Educational Series
- English Pronunciation For International Students by Paulette Wainless Dale, Lillian Poms
Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006).
Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach.
Although some people use the terms interchangeably, objectives, strategies, and media, all have separate meanings. For example, your learning objective might be “Pull the correct items for a customer order;” the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT.
If we talk about English we will see how we should learn it with tenses or grammar too.
I’ve got the table of an English tense for you to learn. click the link below to start!
Many people enjoy reading as a way to relax and enrich their minds. If you want to start reading for pleasure or to improve your reading skills, these steps can help:
- Spent your time to go to the library. Libraries are wonderful places to find a variety of books.
- Find a quiet, comfortable place to read so that you aren’t disturbed. Make sure it is somewhere with good lighting where you can relax.
- Pick reading material that interests you. Read the backs of books or the inside of the dust jacket for a brief summary of the plot.
- Find a book that’s comfortable for you to read. Skim the first few pages if you have trouble understanding what the author’s trying to say, you may not enjoy the book.
- If you have trouble visualizing the story, pay attention to the introductions of characters and places. Try to see each in your mind. “Seeing” the story will make it more real to you and easier to remember.
- Try to take the book you’re reading with you wherever you go.
- Return to the library regularly to get new books to read.
Guys if you want to speak English fluently you should increase your English vocabulary!
You should try the “Vocabulary Quiz” which has 16 topics, such as: animal kingdom, at the movies, business and money, cooking in the kitchen, etc. It also serve with 1627 questions. I Hope it will help you to improve your English Vocabulary. By click on the link below you will get start to learn it. Good luck! ^__^
Click on the link above, then you will find an example of English Learning Media which is focusing on two of four skills, there are Listening and Reading skill. The topic of the material is “Don’t Cross the Street” which served with the sounds so that you can learn how to pronounce the word and how to read the vocabulary in correctly and there also some evaluation to remind you about the material. So let practice!!!!