How to Write a Sentence: #1

Posted on April 4, 2015 by mhardy3222

 What is a sentence?

There are three necessary parts to a sentence: SUBJECT (noun or pronoun) & VERB (finite) & the sentence must also have MEANING.

SUBJECT: There are several ways to make a subject, but for now, let’s look at the following:

♦ A subject can be one word; eg, sharks.    Sharks kill. (Yes, this is a sentence. It has a subject, a finite verb, and meaning.)

♦ A subject can be a phrase; eg, Sharks in Australia kill.

♦ A subject can be a noun clause; eg, Whatever sharks do scares people.

The third sentence above has an object  ‘people’. The verb ‘to scare’ must have an object. You need to know which verbs must have a direct object (transitive verbs), which verbs must not have a direct object (intransitive verbs), and which verbs have different rules. This sentence needs the object or the meaning is not clear.

♦ A subject can be a pronoun; eg, They are terrifying. They look dangerous.

The verbs in the two above sentences are followed by complements, not objects, because they are link (copular) verbs. Also, ‘terrifying’ and ‘dangerous’ can’t be objects because they are adjectives in these sentences.

Adrian's great white shark

This shark looks dangerous. It is terrifying! http://www.whalewatchsa.com-800 × 534-

VERB: Every sentence must have a verb with tense (tense = time: present, past, future). English verbs have very few forms. (forms = different spellings)

+ Present Simple Tense  positive – Sharks kill. It kills.
– Present Simple Tense negative – Sharks don’t kill whales. A shark does not kill jellyfish.
? Present Simple Tense question – Do sharks kill dolphins? Does that shark kill people?

+ Past Simple Tense positive – A shark killed the tourist.
– Past Simple Tense negative – The shark did not kill the tourist’s friend.
? Past Simple Tense question – Did the shark kill the lifesaver?

As you can see, in the positive sentences just three words: ‘kill’, ‘kills’, and ‘killed’, are complete (finite) verbs. They don’t need any help to show the tense (present or past). However, when you write a negative sentence or a question, you need a ‘helper’ (auxiliary) verb to show the tense: ‘do’ or ‘does’ for Present Simple Tense; ‘did’ for Past Simple Tense.

∗ This is the rule for ALL VERBS in English (except the verb ‘to be’). You cannot write:

Sharks not kill whales.

A shark not kill jellyfish.

The shark not killed the tourist’s friend.

The shark kill the lifesaver?   

∗ The auxiliary verb ‘helps’ with the ‘tense’ and the ‘person’.  

♦ ‘Do‘ is used with I, you, we, and they in Present Simple Tense, while

♦ ‘does’ is used with he, she, and it.

♦ ‘Did’ is used with I, you, we, they, he she, and it (all persons) in Past Simple Tense.

∗ All other tenses must use auxiliaries + participles (or base infinitives) to form a complete verb. For example, the following ‘sentence’ has no tense because ‘studying’ (continuous participle)has no tense. So it is not a sentence.

♦ The students studying a lot of grammar.

We don’t know if the students ARE studying, WERE studying, HAVE BEEN studying, or  WILL BE studying, etc. We need the auxiliary verbs to help us, to tell us ‘when‘.

  ∗ AUXILIARY VERB  +  PARTICIPLE (S) =  ONE COMPLETE VERB.

OR

  ∗ AUXILIARY VERB  +  BASE INFINITIVE + PARTICIPLE (S) =  ONE COMPLETE VERB.

For example:

    ♦ The students have been studying a lot of grammar.

    ♦ The students were studying a lot of grammar.

    ♦ The students will be studying a lot of grammar.

The same combination of auxiliary + (base infinitive) + participle(s) is used for positive sentences (above), negative sentences, and questions (below): 

    ♦ The students have  not been studying a lot of grammar.

    ♦ Have the students been studying a lot of grammar?

    ♦ The students were not studying a lot of grammar.

    ♦ Were the students studying a lot of grammar?

    ♦ The students will not be studying a lot of grammar.

    ♦ Will the students be studying a lot of grammar?

AUXILIARY VERBS follow a very logical pattern:

TENSE  AUXILIARY VERB(infinitive)        AUXILIARY VERB(infinitive) AUXILIARY VERB
Continuous (Base verb + ING) TO BE
Perfect TO HAVE
Future WILL 
Continuous & Future TO BE WILL 
Continuous & Perfect TO BE TO HAVE
Perfect & Future TO HAVE WILL 
Continuous & Perfect & Future TO BE TO HAVE WILL 

For a visual guide to all the forms of the 12 tenses, check out my book Understanding English Verbs available from Amazon.

Book cover - Fat Cows

There are three types of sentences in English: SIMPLE, COMPOUND, & COMPLEX.

You need to know which type of sentences you are writing, so that you can apply the appropriate rules.

I will explain these rules in my next post How to Write a Sentence: #2. If you would like to receive an  email when I write more posts, just fill out the Subscription Form below.

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Posted in Grammar, IELTS, Intermediate (Level 4), Pre-Intermediate (Level 3), TOEFL, TOEIC, Writing | Tagged , , , | 1 Comment

Easy Listening – Practical and Social English #1

Posted on March 31, 2015 by mhardy3222

If you would like to improve your English speaking and listening, watch this video from New English File Elementary. The conversations are written under the video. Listen carefully and repeat what you hear:

Conversation 1: On a Plane – Asking for a drink 

Flight Attendant: Would you like a drink sir?
Mark: Yes, a diet coke please.
Flight Attendant: Ice and lemon?
Mark: Just lemon.
Flight Attendant: Here you are.
Mark: Thank you.

***************

Flight Attendant: Coffee? Tea?
Mark: Coffee, please.
Flight Attendant: Milk?
Mark: Yes, please.
Flight Attendant: Sugar?
Mark: No, thanks.
Flight Attendant: Here you are.
Mark: Thanks.

***************

Conversation 2: Social English

Allie: Hello, are you Mark Ryder?
Mark: Yes, are you Allie?
A: Yes, I am.
M: Nice to meet you.
A: And you. Welcome to the U.K. Your hotel’s in the city centre.
M: How far is it?
A: It’s about 30 minutes if the traffic’s okay.
M: Great.
A: Would you like a coffee first?
M: No, I’m fine thanks.
A: Alright, let’s go. My car’s in the car park. Can I help you with your bags?
M: No, it’s okay thanks.

Click here for Easy Listening – Practical & Social English #2

Posted in Beginner (Level 1), Elementary (Level 2), Listening, Speaking & Pronunciation, Videos, Vocabulary | Tagged , , , , , | Leave a comment

Noun Clauses #2

Posted on March 29, 2015 by mhardy3222

First, read my post Noun Clauses #1.

In Noun Clauses #1, we looked at how a Noun Clause can be the subject, the object, or the complement in a sentence.

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In this post, we will examine more Noun Clauses as objects, as they are the most common, especially Noun Clauses with the Marker ‘that‘; as well as Noun Clauses as object of the preposition and Noun Clauses as adjective complement.

The British singer/songwriter, Labrinth, sings a song called ‘Jealous’. Have a look at the chorus:

I wished you the best of all this world could give,                                                       And I told you when you left me there’s nothing to forgive;                                     But I always thought you’d come back, tell me all you found was heartbreak and misery.                                                           It’s hard for me to say,                               I’m jealous of the way you’re happy without me.

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∗ Object of the preposition: Labrinth is jealous of how she’s happy without him.                   

                                                    The song is about  how he thought she would return.

∗ Adjective complement:      He is unhappy that she didn’t come back.

                                                     He is upset that she is happy without him.

 The Noun Clause Markers used in the above sentences are: how & that.

Did you notice that the Noun Clause Markers are followed by a sentence?

… she’s happy without him.    … he thought she would return.                                           … … she didn’t come back.        … she is happy without him.

∗∗∗∗∗

Let’s have a look at the  Noun Clauses in the chorus:

♦ And I told you, when you left me, (that) there’s nothing to forgive;
  And I told you                                                         this.

 ♦ But I always thought (that) you’d come back, tell me all you found was  heartbreak and misery.
   But I always thought                                           this.

♦ It’s hard for me to say (that)  I’m jealous of the way you’re happy without me.
    It’s hard for me to say                                         this.

The Noun Clause Marker ‘that’ is the only marker that can be omitted, and it often is. Whether it is stated or not, it is always followed by a complete sentence:

… there’s nothing to forgive;
… you’d come back, tell me all you found was heartbreak and misery.
… I’m jealous of the way you’re happy without me.

So now, have a listen to this song, which Labrinth sings beautifully (and clearly). There is another Noun Clause in the song which I have not mentioned. Can you find it? There is a contact section under the video. If you want feedback, let me know what you think.

Click here for Noun Clauses #3

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Thank you for your response. ✨

 

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Posted in Advanced (Level 6+), Cambridge, Grammar, Intermediate (Level 4), Listening, Songs, Upper Intermediate (Level 5) | Tagged , | Leave a comment

Co-ordinating Conjunctions

Posted on March 22, 2015 by mhardy3222

Conjunctions are joining words. They join words, phrases,  and clauses. Some conjunctions can join words and phrases and clauses:

♦ Taylor Swift is beautiful and talented.  ∼  The conjunction ‘and‘ is joining the words ‘beautiful’ & ‘talented’.

♦ You can read about Taylor Swift on her website, or on Wikipedia, or on a post on this blog.  ∼  The conjunction ‘or‘ is joining the phrases ‘on her website’ & ‘on Wikipedia’ & ‘on a post on this blog’.

Co-ordinating Conjunctions

Co-ordinating Conjunctions connect Simple Sentences (independent clauses). Think of co-ordinating as balancing, like the two stones in the picture above. You can see two separate, independent stones, which are equal, but not the same. The object in the middle is balancing the stones. Co-ordinating Conjunctions are the objects (words) which balance two sentences. When two or more Simple Sentences are connected by Co-ordinating Conjunctions, they are called COMPOUND SENTENCES. You can remember the seven co-ordinating conjunctions by the ACRONYM FANBOYS:

F → for     A → and     N → nor     B → but     O → or     Y → yet     S → so

∗ The co-ordinating conjunctions for, nor, and yet are not used as often as the others. For is rarely used in conversation, being more suited to literary writing.

♦ Romeo would do anything for Juliet.                        He loved her more than life itself.

⇒Romeo would do anything for Juliet,         for       he loved her more than life itself.

♦ Taylor Swift has a great singing voice.                     She wrote many of her  hit songs.

⇒Taylor Swift has a great singing voice, and        she wrote many of her hit songs.

♦ When reading, you shouldn’t translate.                   You shouldn’t read too slowly.                                          

⇒ When reading, you shouldn’t translate,   nor      should you read too slowly.

♦ Learning English isn’t always easy.                                    It can be fun.

⇒ Learning English isn’t always easy,             but            it can be fun.

♦ You need to do revision within 24 hours.                         You’ll forget up to 70%.

 ⇒ You need to do revision within 24 hours,     or             you’ll forget up to 70%.

♦ Students want to improve.                                                  They forget to do revision.

⇒ Students want to improve ,               yet                        they forget to do revision.

♦   Hiro is a committed and talented student.                     He will be successful in life.

⇒ Hiro is a committed and talented student,      so          he will be successful in life.

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 ∗ Remember that these words (For, And, Nor, But, Or, Yet, and So) are used in other ways. They are not always c0-ordinating conjunctions:

I haven’t finished writing this post yet. ‘Yet’ is not joining two clauses. Also, it does not have the meaning ‘but’. It is not a co-ordinating conjunction in this sentence.

I love travelling; so does my husband. ‘So’ does not have the meaning ‘result’. It is not a co-ordinating conjunction in this sentence.

Romeo would do anything for Juliet. ‘For’ is not joining two clauses. Also, it does not have the meaning ‘because’. It is not a co-ordinating conjunction in this sentence.

Click here for more information.   Click here for practice exercises.

Posted in Grammar, Intermediate (Level 4), Pre-Intermediate (Level 3), Upper Intermediate (Level 5) | Tagged , , , , | Leave a comment

Noun Clauses #1

Posted on March 15, 2015 by mhardy3222

      The English language is full of Noun Clauses. A Noun Clause is made up of a group of words with a Noun and a Verb.

  • A Noun is the name of a person, animal, place, thing, (or state;  for example: happiness, excitement).
  • In other words, a Noun is the name of someone or something.
  • ‘Noun’ means ‘name’.
  • A Pronoun (it, she, you, him, this, etc.) replaces a noun. If you can replace a group of words with a pronoun, then that group of words is a type of Noun. In the following examples, the group of words is a Noun Clause.

A Noun Clause can be the subject, the object, or the complement in a sentence.

* Subject: Whatever Taylor Swift sings becomes a hit.                                      jk                                   It                              becomes a hit.            

* Object: Did you know that Taylor Swift is only twenty-five?                            jk              Did you know                          this?                 

* Subject Complement: Taylor Swift’s beauty and talent are what many girls dream of. m                                        Taylor Swift’s beauty and talent are                    this.

The Noun Clause can usually be identified by asking a question about the remainder of the sentence: (The answer to ‘What …?’ is usually a noun.)

Question:What becomes a hit?    Answer: whatever Taylor Swift sings         Question:What did I know?                  Answer: that Taylor Swift is only twenty-five?Question: What are Taylor Swift’s beauty and talent? A: what many girls dream of.

      There are many Noun Clause Markers. (Markers ‘introduce’ or ‘signal’ various grammar points.) Noun Clause Markers introduce Noun Clauses. ‘That’ is the only Noun Clause Marker that is optional.

Noun Clause Markers can be summarised as:

♠ that, if, whether,

♠ what, when, how, where,  and other wh… question words . Also:

♠ whatever, whenever, however, and other wh … ever words.

The Noun Clause Markers used in the above sentences are: whatever, that, and what.

There are various ways of learning about Noun Clauses, but for this post I’m just going to focus on a few in Taylor Swift’s song Blank Space. Have a look at the chorus; the Noun Clauses are in pink. Try replacing the Noun Clauses with a pronoun.

                       Chorus

So it’s *gonna be forever or it’s *gonna go down in flames.                            You can tell me  when it’s over  if the high was worth the pain.
(I’ve) Got a long list of ex-lovers.         
They’ll tell you I’m insane,
‘Cause you know I love the players, and    
you love the game.

* gonna = going to

♦ You can tell me when it’s over if the high was worth the pain.     Did you replace the Noun Clause with ‘this‘ or ‘it’? → You can tell me ‘this’.

♦ They’ll tell you (that) I’m insane,      Did you replace the Noun Clause with ‘this’ or ‘it’? → They’ll tell you ‘this’. (This line is an example of reported speech, which uses Noun Clauses.)

♦ ‘Cause you know (that) I love the players,      Did you replace the Noun Clause with ‘this’ or ‘it’? → ‘Cause you know ‘it’,

♦ ‘Cause you know (that) you love the game.    Did you replace the Noun Clause with ‘this’ or ‘it’? → ‘Cause you know ‘it’. ** There are two Noun Clauses in this part of the sentence:

1. ‘Cause you know (that) I love the players, 2. ‘Cause you know) (that) you love the game.  

 This is an easy chorus to sing and remember. Sing along a few times while watching the video, and you will soon be able to recall these examples of Noun Clauses. For a further explanation of Noun Clauses, click here for the Eslgold website. Click here and here for practice exercises. If you would like to practise forming Noun Clauses in indirect (embedded) questions, click here.

Click here for Noun Clauses #2

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Posted in Advanced (Level 6+), Cambridge, Grammar, IELTS, Intermediate (Level 4), Listening, Songs, TOEFL, TOEIC, Upper Intermediate (Level 5) | Tagged , , , | 3 Comments

The girl effect: The clock is ticking

Posted on March 1, 2015 by mhardy3222

girleffect.org

Posted in Advanced (Level 6+), Intermediate (Level 4), Pre-Intermediate (Level 3), Reading, Upper Intermediate (Level 5), Videos | Tagged , , | 2 Comments

Reading Skills: Skimming & Scanning

Posted on March 1, 2015 by mhardy3222

Skimming and scanning are important reading skills. We all seem to have the ability to skim and scan when we are reading something in our language. However, it doesn’t come naturally for students learning a second language. Students often focus on every word instead of reading for the general idea or story: very hard work and not much fun!

A colleague of mine has a wonderful website, digilearner.com,  in which she provides a lot of advice and information on improving English reading (and other) skills.  To see her DIGI LEARNER post ‘How to Skim and Scan’ Click here.

Posted in Advanced (Level 6+), ESL Teachers, IELTS, Intermediate (Level 4), Reading, Upper Intermediate (Level 5) | Tagged , , | Leave a comment

Elastic Heart

Posted on February 22, 2015 by mhardy3222

Hello Everyone!

How are you all going? Enjoying your English journey? Do remember to leave a comment if you have any questions English-related.

Today, I want to share with you the brilliance of ‘Sia’, an Australian singer-songwriter-artist. Her music videos are a vocal and visual treat! Her latest song ‘Elastic Heart’ does not disappoint.

First, watch this video, with the lyrics, and enjoy! (This was the best video with lyrics that I could find. Unfortunately, some of the lyrics are wrong. If you want to check the correct ones, click here.)

Next, watch the following video; listen to Sia  singing ‘Elastic Heart’ while watching Urban Dance Camp dancing – that’s if ‘dancing’ is the correct term! They look like they have elastic bodies!

If you are interested in a forum discussing the meaning of the song and the video, click here .

Posted in Advanced (Level 6+), Intermediate (Level 4), Listening, Songs, Upper Intermediate (Level 5) | Tagged , , , , , | Leave a comment

Short stories by Vanda Vadas

Posted on January 11, 2015 by mhardy3222

I constantly encourage English students to read excellent authors in order to improve their reading, writing, and vocabulary skills.

How can you possibly acquire the skills you need for advanced level writing if you don’t read inspiring material?

Vanda Vadas is just such an author; her fabulous stories are beautifully written  and perfect examples of eloquent, descriptive English. Her latest novel will soon be available on Kindle, and she has kindly provided some of her short stories on-line free of charge. Check them out!

Posted in Advanced (Level 6+), Cambridge, Grammar, IELTS, Reading, Upper Intermediate (Level 5), Vocabulary, Writing | Tagged , | Leave a comment

Season’s Greetings!

Posted on December 24, 2014 by mhardy3222

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Season’s Greetings Everyone!!

I hope you all have a very happy Christmas!!

If you don’t celebrate Christmas, I hope you have a very happy holiday!!

If you’re not on holiday, I hope you have a very happy and prosperous New Year!!

Whoever you are, I hope you enjoy this humorous, little video and I’ll see you in 2015:

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Posted in Intermediate (Level 4), Pre-Intermediate (Level 3), Videos | Tagged | Leave a comment