Can You Say These Sentences Properly?

Why The English Language Is Hard To Learn

http://my.opera.com/whiteorchid/blog/?startidx=30

Homonyms, Synonyms or What?

While these words are neither homonyms, words which are pronounced the same but have different meanings, nor synonyms, words pronounced and spelled differently but with similar meanings, they form a group of interesting, tricky usage in English language connected speech. Try these out for yourself and you'll see.

Many English words change pronunciation or intonation with usage. Can you say these sentences properly?

1) The bandage was wound around the wound.

2) The farm was used to produce produce.

3) The dump was so full that it had to refuse more refuse.

4) We must polish the Polish furniture.

5) He could lead if he would get the lead out.

6) The soldier decided to desert his dessert in the desert.

7) Since there is no time like the present, he thought it was time to present the present.

8) A bass was painted on the head of the bass drum.

9) When shot at, the dove dove into the bushes.

10) I did not object to the object of the proposal.

11) The insurance was invalid for the invalid.

12) There was a row among the oarsmen about how to row.

13) They were too close to the door to close it.

14) The buck does funny things when the does are present.

15) A seamstress and a sewer fell down into a sewer line.

16) To help with planting, the farmer taught his sow (a female pig) to sow (to spread seeds for planting). (see photos above)

17) The wind was too strong to wind the sail.

18) After a number of injections my jaw got number.

19) Upon seeing the tear in the painting I shed a tear.

20) I had to subject the subject to a series of tests.

21) How can I intimate this to my most intimate friend?


So, how did you do with it? Remember, practice makes perfect as they say. Have your English language learners try them out too. Be sure to explain the meanings of these words so they'll better understand the sentences and word plays.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teaching English Grammar: Who That or Which?

Teaching English Grammar

When the Daily Writing Tips blog posted “Should THAT Be Allowed to Stand In for WHO?” on the use of the relative pronoun “that” instead of “who” and left the question open as to what the call on usage was, I decided to try to help shed some light on this frequently-taught, but oft-misused English grammar theme. Not only do EFL and English as a Second language learners, ESL, have problems with this on ocassion, but writers in English as well.
In teaching English as a foreign language, EFL, this English grammar theme comes up in my classes several times a year, so I make it a point to elaborate on it each semester. Generally, here’s what “the rules of English grammar” dictate on this.

The Relative Pronouns in English Grammar

There are a number of actively-used relative pronouns, but due to the number of them we will not go into the full expanse of them here. We’ll hold our focus at this time to the use of the three relative pronouns: who, that, and which to keep things fairly simple.

Basically, we can use

WHO for a person or personalization

THAT for a person, object or animal

WHICH for an object or animal

Who - The relative pronoun “who” can be used for a person or for a personalization when combining two ideas in seperate sentences into one compound sentence using a defining relative clause. (A defining relative clause provides for two ideas in a sentence.) However, the relative pronoun “that” can also be used in this case. Consider this example. First, two simple sentences, then a relative clause using “who” or “that” will be used to combine the two into one sentence.

The Pink Panther is a cartoon character. He almost never speaks.

The Pink Panther is a cartoon character who almost never speaks.
The Pink Panther is a cartoon character that almost never speaks.

Both sentences are absolutely correct in English grammar.

That – The relative pronoun “that” can be used for a person, a personalization OR an object or animal. Consider this example.

A computer is a machine. It can process data very quickly.

A computer is a machine that can process data very quickly
A computer is a machine which can process data very quickly

Again, both sentences are absolutely correct in English grammar.

Which – The relative pronoun “which” can be used for an object or animal. Again, let’s consider a brief example of this in usage.

A tiger is a wild animal. It is also extremely dangerous.

A tiger is a wild animal which is also extremely dangerous.
A tiger is a wild animal that is also extremely dangerous.

In this instance too, both sentences are absolutely correct in English grammar. You can use the relative pronouns which or that without distinction.

Finally, if a compound or complex sentence is created in which three or more ideas are expressed, this is referred to as a non-defining relative clause. In the interest of not confusing the subject any further, we will not go into that here at this time. Almost certainly, you can check with any intermediate to advanced level grammar text to delve further into the intricacies of this.

Hopefully, I’ve been able to shed some more light on the use of the relative pronouns who, that or which. Should any reader of Daily Writing Tips or my Teaching English as a Foreign Language blog have further questions or need a more in-depth view into the topic, please feel free to e-mail me at: lynchlarrym@gmail.com.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Son, Sun, Hey, Hay and Other English Language Homophones

What Exactly are Homophones?

Basically, homophones are defined as “words which sound exactly alike, but are spelled differently and have different meanings. Not only are they oftentimes confusing for English as a foreign language learner, but even for native speakers as well. Homophones though, can be interesting and fun to teach to learners who usually enjoy the play of word sounds even if they don’t always quite understand the meanings, usage and definitions. Let’s have a brief look at some of the scores of double and triple homophones in the English language.




Triple Homophones in the English Language

There are fewer triple homophones in the English language than double homophones so we’ll look at few of these first.

By buy bye

Pete peet peat

To too two

Four fore for

Despite the differences in spellings, there is essentially no discernable difference in the pronunciation between these three-word homophone groups. Try as you might, you won’t hear any difference in the way they sound. Which one is being used becomes discernable only through its application in context.

Double Homophones in the English Language

When it comes to double or two-word homophone pairs in the English language, there is definitely no shortage of them. They seemingly come at you from almost every direction at times. Here is just a handful sampling of some of the more commonly heard of homophones in the English language.

Passed past
Pie pi
Choose chews
Die dye
Sex sects
Do due
sun son
Nose knows
Their there
Eye I
Feat feet
Beat beet
Meat meet
Hear here
Jeans genes
Where wear
Bourn bourne
We wee
In inn
Hi high
Made maid
Red read (past tense of read)
Blue blew
Great grate
See sea
Be bee
Close clothes
Eight ate
Hail hale
Won one
Pale pail
Male mail
Sail sale
Tail tale
Son sun
Hey hay
Bail bale
Peal peel
Heal heel
Seen scene
Shoe shoo
Yule you’ll
Flee flea
Tee tea
Him hymn
You ewe
No know
Which witch
Do dew

Many More Homophones Exist in the English Language

The list certainly goes on and on, but by now you certainly must get the idea.
Try having your learners use these in context to help their understanding of the meanings. Try a “spelling bee” using homophones or create short lists which give meanings between specific pairs of homophones. You can also be on the lookout for them when reading papers, articles and online texts. Anyway you might decide to use and teach the theme of homophones in the English language, they can be most interesting and fun for your English as a foreign language learners. Try them out for yourself and you’ll see.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teaching English as a Foreign Language: Learning Prepositions in English

Prepositions: A Major Learner EFL Learner Obstacle

If you want to hear English language teachers and learners alike moan in unison, just ask them about teaching, learning or using prepositions in English. Prepositions in English are a major English language teacher and EFL learner obstacle world wide. Why? It’s because of the complexities of use prepositions have in English, not only in idioms and expressions, by in simple, everyday usage forms as well.

Those Pesky Prepositions in English

You know the English language prepositions that drive you to exasperation:




• in or inside of
• on or on top of
• at
• in front of
• next to, beside or near
• in back of or behind
• beneath or under
• over or overhead
• around
• through
• between
• among

Yes, there are tons more prepositions like those of time, etc., but my learners initially cringed when I broached the topic of prepositions during an early-in-the-semester class. So, I’ll start off with a few prepositionss of position to illustrate what I do to help my English as a foreign language learners to cope.

Use Different Methods to Illustrate

Since I know that most of my learners are very visual, I use graphics, pictures, photographs and other types of illustrations as aids in ELT: I’ll even draw extensively on the board to help them visualize a lexical set or concept. But I don’t stop at just verbal and visual explanation and illustration either. I use several methods, if necessary, to help learners to internalize these grammatical structures and concepts. For example, realia often work well. I’ll place an empty desk in the middle of the class room. Then I position some cute little stuffed animals on the floor and in relation to the desk.

“Bunny is in front of the desk.”

“Tiger is on the desk.”

“Piggy is behind the desk.”

“Puppy is under the desk.”

“Winnie the Pooh is next to the desk.”

Learners are encouraged to come up individually to change the positions of the stuffed animal characters. Then they orally repeat what the new positions are.

Using Realia and TPR in Teaching English Prepositions

Another useful technique is to use the learners themselves as “pieces” positioned in different ways in relation to one another. Doris is between Hector and Maria. Hector is next to Doris. Maria is next to Doris. Carmen is in front of Hector. Hector is behing Carmen. Alexander is on top of the desk. The desk is under Alexander. ... and so on. After a few of these, in addition to a bunch of hilarious mistakes and out takes, the learners “get it” without much further ado. Using graphic illustration, written and verbal explanation, realia and TPR by moving actual learners into preposition-illustrative positions, the learners not only have a little fun and laughter, but internalize these prepositions with little difficulty in one EFL class session.

Try it out for yourself and let me know how well it works with your English as a foreign language learners.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teaching the Difference Between MAKE and DO

Distinguishing the Differences Between “Make” and “Do”

English as a Foreign Language learners like those whose first language, L1, is Spanish can have considerable difficulty in distinguishing when to use “make” and when to use “do”. Why? It’s because in Spanish, for example, the same verb, “hacer”, is commonly used to represent both. The trick then, is to find a way of aiding these English language learners with making the distinction.

Here’s how I do it.

Make

Essentially “make” means to “create” or cause something to happen or produce a result. You make a cake, make noise, make trouble or make friends.


Do

On the other hand, “do” usually signifies simply performing an action without alluding to the results. So you do aerobics or exercises, do business or do your job. You can do well or do badly, do better or do worse.

Other Uses of Make and Do

Depending on context, both make and do can be used in a sentence to give it different meanings. A good example is homework. Teachers make homework and exams, but learners do homework or take exams ("do" is less commonly used here.

The two verbs form a part of scores of idioms and expressions too. This can sometimes cause their distinction to be less clear, but usually the definitions given above still hold true. Some additional examples using “Do” and “Make” are:

DO

Do a dance, do a deal, do as you’re told, do away with, do chores, do favors, do harm, do it yourself, do (it or something) over again, do someone in, do the dishes, do the laundry, do the right thing, do time, do well, do without, do your best, do your duty

MAKE

Make a contract, make a delivery, make a difference, make a list, make a mess, make a phone call, make a point, make a profit, make a promise, make amends, make an effort, make believe, make contact, make enemies, make fun of someone, make love, make money, make news, make out, make over (very similar in context to do over), make peace, make room, make sense, make someone happy, make someone laugh, make someone sad, make sure, make the bed, make time, make room, make tracks, make up (has multiple meanings), make up a story (same as create a story), make up your mind, make war, and make way

This is but a quick reference list to give you some idea of the range and distinction that using “do” and “make” can have in the colloquial English language. For the most part, after a session expaining and demonstrating these language elements in context, my learners have far fewer problems in distinguishing when to use “make” and when to use “do”. I hope that this helps you and your EFL learners too.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

English Language Error Correction: A Key Language Skills Development Tool

A Lot of English Language Mistakes

English as a foreign language learners make a lot of mistakes in class, don’t they? Speaking, writing, grammar and spelling errors are practically way of life with teachers and learners alike. It’s a “healthy” problem though because with errors come corrections. And with correction comes learning. (J. D. Brown, 1988) The more errors learners make the more correction is done. The more correction is done, the more leaning that takes place. We most often learn much more from our mistakes than our successes. True or False?

Why Use Error Correction?

When learners are producing language I class, whether speaking or writing, they usually want to know when they make any serious mistakes in their production. Do your learners ever ask, “Teacher, is that okay?” Certainly, they most probably do. In that case then, some form or forms of error correction techniques should prove to be useful. While it’s not typically recommended to correct learner errors while they are speaking, some speech or pronunciation correction should be done immediately after their discourse. If many of the learners produce similar speech or pronunciation mistakes on a consistent basis, a lesson on that particular aspect may well be called for. English or other foreign language learners might also self or peer correct written work and reading in class. (M. Spratt, 2003)

Peer Correction vs. Self-Correction

There are essentially three basic forms of error correction:

• Self-correction
• Peer correction
• Teacher correction

Of these the most effective in English or foreign language skills acquisition is self-correction. When learners realize and correct their own mistakes, they are more effectively internalizing the language. The next most desirable and effective form is peer correction. When learners are able to recognize and correct their mistakes collectively, they actually help each other to develop English language skills with less interference of their respective Affective Filters. (Krashen–Terrell, 1983) Finally, there is correction of errors by the teacher. An effective means, but one that should be last and the least frequently used form of English or other foreign language correction. In cases where the EFL teacher may not be a native or near-native speaker, has grammar or pronunciation problems, heavy accent or speech traits or may otherwise desire to do so, recorded audio or video materials could be used to provide corrective modeling. (B. Kashru, 1983)

Identify the Errors and Correct

Just for fun, let’s try a few interesting examples. Can you identify and correct the tag question, modal and other errors in the following sentences? Also, the corrected sentences should be true.

Today is Wednesday, aren’t they?

It’s raining today, isn’t we?

She doesn’t have a book, do he?

He like coffee, do you?

Students should be allowed to fail exams.

Teachers must to study everyday.

Students can fail all their exams and pass the course, does he?

You don’t must to pay the university registration fee, can’t you?

Yesterday was Monday, isn’t they?


So, how well do you think you did? If you have any doubts or questions, feel free to contact me. Remember, the more errors learners make the more correction is done. The more correction is done, the more leaning that takes place. Let your learners know that making mistakes in English class is okay. Errors can be highly effective learning tools. We often learn much more from our mistakes than our successes, now don’t we?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book,"If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Here’s a List of Links I Like

Links I Liked
Since I regularly browse the internet and read a dozen or more blogs, articles and RSS feeds each week, I thought that I’d cull some of the best or most interesting ones to share them with my fellow readers, writers, teachers and foreign language learners. These readings tend to be on a wide range of topics and styles from academic to humorous and educational or non-fiction, but each one nonetheless, provides its own value to thinking people and professionals from many different walks of life.

Photo: A stone-carved Olmec Head in Xalapa, Mexico

Here’s what’s current on my list:

http://heleninwales.livejournal.com/322860.html
Helen's musings on life etc. by means of her online blog journal

http://www.internetmarketingsweetie.com/download/
Internet Marketing Sweetie information for women in business

http://www.dailywritingtips.com/
Daily Writing, English Grammar and Punctuation tips This is a good site to pick up some tips and interesting information on English language grammar, punctuation, spelling and word origins.

http://kenlevine.blogspot.com/2008/03/it-seemed-like-good-idea-but-not-as.html
The World as Seen by a TV Comedy Writer
If you’re at all familiar with American TV sitcoms (comedies) you’ll enjoy some of the background this writer provides online.

http://www.ibankcoin.com/peanut_gallery/index.php/2008/03/30/american-dream-killing-me-softly/
The Peanut Gallery (definition: A group of people whose opinions are considered to be unimportant) Humorous views, opinions and ideas

http://thechronicleherald.ca/Books/1046504.html
Being a writer in Canada challenging, says Richards
Do you want to know what being a writer is like? Then check out this page

http://www.examiner.com/a-1309070~Interest_in_Hunting__Fishing_Dropping.html?cid=rss-Vermont_Headlines
Interest in Hunting, Fishing and Outdoors is Dropping …
Why do you think fewer and fewer people are developing an interest in the outdoors and outdoor activities such as fishing, hunting, hiking and others? One opinion is here for you to read.

http://www.ehow.com/
How to Do Just About Everything
If you want clear, simple instructions on how to do a huge variety of everyday tasks from tying a tie to making an apple pie, then this is the site for you.

http://www.yourfirstarticle.com/
Article Writing and Article Marketing by Jeff Herring, a writer with hundreds of free articles posted online

http://mountainmystic.wordpress.com/2008/04/01/from-imp-to-imp/#comment-39
From Imp to Imp
Blog site with a cute little “story poem” you might enjoy.

http://hackyourday.com/2008/04/01/5-steps-to-managing-a-blog-writers-workflow/#comment-1255
5 steps to managing a blog writer’s workflow
http://ragnar111.wordpress.com/
Ragnar111’s Weblog updates ancient wisdom with the help of the laws of Quantum Physics

Feel free to check out any or all of the links that may interest you. Each month a new series of links that I’ve scoured from the internet will be posted for your information and perusal. If you run across any interesting links you particularly like or enjoy during your own online surfing, please feel free to let me know too.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then e-mail me for further information.

Teaching Verb Tenses and Grammar in the English Language

Grammar in English
There are number of ways grammar in English or the grammars of other foreign languages can be taught. Should you teach learners rules and grammar, translations of speech and meanings or just go with teaching communicative forms and discourse? This will depend, of course, on exactly who the learners are and the purpose of their course of language study. But often, as is the case with the following example, foreign language learners can become confused – as on occasion, so can English or other foreign language teachers.

Consider the following:

A teacher said, “I tutor Spanish. I find that much of a student's confusion in learning Spanish often stems from a lack of understanding of English grammar and language constructs, in general.”

First, you are correct in saying that a foreign language learner’s confusion can stem from a lack of understanding of the grammar in their first language (L1). This is but one of the many reasons the English or foreign language teachers should be trained. If you don’t know the grammatical formation of your own language, then understanding the grammatical structure of another language will be that much more difficult. In fact, this very theme causes many would-be foreign language learners to “throw in the towel” after becoming hopelessly lost or confused. It doesn’t help either when profit-crazed language institutes and unskilled teachers make astonishing claims for “instant” foreign language learning like “Learn a Foreign Language in 48 Hours”.

Another query area came up with, “I was trying to explain to a student that the present tense in Spanish (for example, "yo voy") can translate both to "I go" and "I do go." It then struck me that, while I know that the first explanation is obviously the present tense ("I go"), I was not entirely sure what name, if any, is given to the English construct of "to do + infinitive" (e.g., I do go, I did go, etc.).”

Second, I for one am not in favor of teaching technical terms to English or foreign language learners at all. But rather, I strongly feel that taking a much more communicative approach is more effective. It’s also more easily and quickly absorbed by learners especially when you use fun activities and authentic language. For example, while on vacation if someone asked you “How long have you been here?” you’d hardly respond by asking what’s the present perfect continuous form of saying two weeks? Hopefully, you’d just respond by saying, “Oh, I’ve been visiting here for three weeks now.”

Instead of burdening a learner with trying to “translate or conjugate” in their head I prefer teaching communicative response without the need for thinking about grammar rules or translation. When I study languages, I do the same thing with myself, not asking for a “translation”, but rather what is "real language” that could be used, an effective spoken discourse or response in the situation.

Some expressions, idioms and normal speech elements do not translate correctly from one language to another. Saying, “That’s cool!” in Spanish would translate, “Esto es fresco.” But that hardly means the same thing at all. If however, you wanted to express the same thought in Spanish and said, “¡Que chevere!” you’d certainly come across a whole lot better and definitely be well understood.

Third, in your example, “I do go …” the “do” is being used for emphasis of the main verb “go”. Consider:

“Do you study Spanish?”

“Yes I do.”

“You’d learn faster if you went to school.”

“But I DO go to school.”

Finally, we as English or foreign language teaching professionals, need to continually bear in mind the foreign languages are not translations of each other. Languages were created with another purpose in mind according to the Bible book of Genesis, from verses 1 to 9. Check it out for yourself sometime and you’ll see just what I mean.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want at: lynchlarrym@gmail.com