01 GrammarOnlinePrintable PDF

Teach International Grammar Course Online
Table of Contents
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PLEASE NOTE: This course is designed for online completion. It is a great idea, however, to print or save it and keep it for further reference (as you have already done!). Keep in mind that each unit contains activities to be completed online, which help you check your understanding of the contents. These activities are included within this printable version. They are denoted by a green-shaded box and the word Activity. We recommend you answer the questions here and then submit your answers when you go online. When you go online to do so, you will need to scroll through each unit until you reach the activities. This is done with a purpose in mind; dont stress! It wont take you too long. You MUST complete the online activities, otherwise you will not be able to move forward and sit the exam. The exam cannot be printed and MUST be completed online.
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Unit 1 Parts of Speech: Nouns What are Nouns?

The first part of speech well take a look at is nouns. What are nouns? Nouns are the first words we grasp when learning a new language. They are the key words, the content words, the words you use to make yourself understood as a toddler first learning to speak, or as a tourist travelling abroad with a new language. A noun is a person, a place, a thing, a quality. It answers the question who or what. For example: Who is talking? A child The parrot The actor What is your favourite subject? Science Mathematics History What do you want most in life? Happiness Wealth Success Those are all nouns!
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Common and Proper Nouns

Most nouns are common. This means we dont capitalise them. But some nouns are proper nouns. A proper noun is the name we use for people, organisations, places, etc. We capitalise these. Names of people Names of places Names of organisations or companies Months, days of the week Books, films John, Mr. Miyagi, Dr. Phillips, etc. Cairns, New Zealand, Europe, etc. Ford, McDonalds, Sony, etc. January, Monday, etc. War and Peace, Star Trek, etc.
Hint #1: Remember, sometimes we capitalise words that are not proper nouns simply because they are being used as a title or in a sign. For example: Please do not Walk on the Grass. We only capitalise the important or key words. Another example: Grammar Course Syllabus
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Hint #2: A very common habit among English speakers is to print in all capitals. If this is your habit, it is important that you learn to use capital letters only in titles or for proper nouns! Set a good example for your students!
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Concrete and Abstract nouns

Lets take a look at the difference between concrete and abstract nouns. Concrete nouns name things that can actually be sensed. These are some examples: We see a squirrel. We taste the chilli. We hear a song. We smell the aroma. We feel a shiver. Abstract nouns refer to qualities not directly sensed, like: freedom success pride envy intelligence happiness sadness Activity: The following was written by the naturalist Gerald Durrell and is taken from his Golden Bats and Pink Pigeons. Read the paragraph and then list, on a piece of paper, in order, all the nouns that you find. Any naturalist at certain moments has experienced a thrill at the beauty and complexity of life, and a feeling of depression that one lifetime is an unfairly short span in such a paradise of wonders as the world is. You get this feeling when, for the first time, you see the beauty, variety, and lushness of a tropical rainforest, with its maze of a thousand different trees, each bedecked with garlands of orchids, enmeshed in a web of creepers. There are so many species that you cannot believe that number of different forms have evolved. Try to read from noun to noun, skipping over all the connecting and structure words. See how your mind fills in many of the ideas, and how you gather meaning from the context of the nouns?
Using Articles to Identify Nouns

"The" is a definite article. It defines the noun. If the word "the" can be used right before the word, then it's a noun. "That is the _____________." Try it with these words: sky, strategy, over, car, anger.
"The" is called a determiner, or indicator, of a noun. It is a grammatical signpost to alert you that a noun will follow. HOWEVER, while the word "the" should always make sense in front of a noun, it is not always necessary. Consider these examples: Kittens are cute. The kittens are cute. Both are grammatically correct, but the word the is not used both times. Here are two more articles: "a" and "an". These are indefinite articles. A tree provides shade. An apple is a healthy treat. An indefinite article also helps you determine whether the word is a noun, but it is less defined than the. For example: I want to buy a house. (not a particular house, but any house) I want to buy the house on Peel St. (a specific, or definite, house)
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Possessive Nouns
Possessive nouns answer the question Whose? and tells us who or what owns something.
If a noun is singular, just add an apostrophe and an s. Jason Kylie the dog Jasons bag Kylies sister the dogs toy
If the noun is plural and ends in an s, just add an apostrophe the ladies the countries my sisters the ladies room the countries citizens my sisters families
If the noun is plural and does not end in an s, add an apostrophe and an s her children the people the sheep her childrens books the peoples rights the sheeps owners
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Nouns as Modifiers
When nouns are used as adjectives, (to modify another noun), they are used in their singular form. For example, We say vegetable soup not vegetables soup. We say office building not offices building. The word office modifies the word building. One very common mistake your students will make is when they are using numbers as an adjective, or modifier. Check out these examples: We took a five-day course. It had a two-hour test. I have a six-year-old boy. not a five days course not a two hours test not a six years old boy
Hint: When you are correcting mistakes like this with your conversational English students, you do not need to tell them its a noun used as a modifier. That kind of language is intimidating, and not important language for them to know, unless they are studying at a high academic level. Just give them clear, correct examples to follow.
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Countable and Uncountable Nouns

Countable nouns are things we can count. For example: -pens (Can we count pens? Sure! One pen two pens three pens) -apples -fingers -cups -chairs -computers What about these nouns. Do you think these are countable? -houses (Can we count houses? Again, yes! One house two houses three houses) -feet This ones a bit tricky because the plural form is not regular like the others. It doesnt just have an s added to foot. But still, you can count feet. One foot, two feet, three feet, etc. So its countable. -people Tricky, again. But definitely countable.
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Uncountable nouns are substances, concepts, etc. that we cannot count as individual elements. For example, we cant count milk. (We cant say one milk, two milks, three milks, etc.) There are many types of uncountable nouns: Fluids water, coffee, tea, milk, oil, soup, petrol, blood, etc. Solids ice, cheese, meat, iron, silver, glass, paper, wood, cotton, wool, etc. Gases steam, air, oxygen, smoke, pollution Particles rice, sand, corn, dirt, flour, grass, hair, salt, sand, etc. Abstract nouns such as: love, courage, education, information, sleep, truth, energy, etc. Fields of study: chemistry, engineering, anthropology, sociology, etc. Natural phenomena: weather, dew, fog, hail, heat, humidity, lightening, gravity, etc. Note: There are some words which are categorised as uncountable nouns, but, may be used colloquially as countable, for example sugar. "How many sugars would like in your coffee?" "One, thanks."
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So lets compare how we use countable and uncountable nouns. It comes very naturally for you you know exactly what sounds right but when you are introducing countable/uncountable to your students, it will help to give them some patterns to follow. In some languages all nouns are countable and in others all are uncountable, so as with every grammar point, we need to make this as clear as possible for them (and for you!) Countable Nouns You can use a and an and numbers in front of the noun. -an apple / three apples -a person / ten people Uncountable Nouns Never use a or an or numbers in front of the noun. - weather - information - luggage
You can use the in front of the noun. -the computer -the family -the people
You can use the in front of the noun. -the porridge -the music -the power
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Here are some other differences between countable and uncountable nouns. General Form Countable Nouns Use many or a few -many papers -a few children Uncountable Nouns Use a lot or some or a little -a lot of time -some sugar -a little information Uncountable Nouns Use How much as the question form. -How much milk would you like? How much power does this car have?
Question Form
Countable Nouns Use How many as the question form. -How many TVs do you have? -How many cars are there?
Negative Form
Countable Nouns Use not many in the negative form Q. How many apples do you have? A. Not many. I dont have many apples.
Uncountable Nouns Use not much in the negative form. Q. How much juice do you have? A. Not much. I dont have much juice.
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We use quantifiers or expressions of quantity all the time when talking about uncountables. You cant say three flours but you can say three cups of flour. How else might you measure or count flour? -a cup of flour -half a cup of flour -a bag of flour -a handful of flour How about counting beef? -a kilo of beef -a side of beef -a dish of beef These are called quantifiers, and we use them all the time when using uncountables. Think of three different ways to count each of the following: water rice oil meat soup
Hint: Can you see how food is a great tool to teach the difference between countables and uncountables? Sometimes the same noun can be used in a countable and uncountable form, and usually the meaning changes. For example: Noise Countable Uncountable Hair Countable Uncountable Work Countable Uncountable - We heard several loud noises last night! -There is a lot of noise to get used to here. -I had a hair in my soup! -You have such lovely thick hair! -That was one of his best works. -Im so happy to have some time off work!
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There are more. Can you think of both an uncountable and a countable form for the words room and time?
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Unit 2 Parts of Speech: Pronouns and Prepositions Pronouns

Pronouns are small words that take the place of a noun. We can use a pronoun instead of a noun. Pronouns are words like: he, you, ours, themselves, some, each... If we didn't have pronouns, we would have to repeat a lot of nouns. We would have to say things like: Is that your mums car? I like your mums taste in cars. Your mum is cool. But with pronouns, we can say: Is that your mums car? I like her taste in cars. Shes cool. Pronouns make sentences lighter and less repetitive. Lets look at some different types of pronouns.
1. Subject Pronouns
Subject pronouns show us that the pronoun is acting as the subject of the sentence. The subject is the person or thing doing the action. Subject pronouns go before the verb. These are the subject pronouns: I You He She It We You They I drink coffee every day. You look great in that dress! He doesnt usually arrive at work this late. She is not here today. It is in the parking lot under the big maple tree. We will meet you tomorrow morning at church. You are always welcome to come for dinner! They moved to our neighbourhood over a year ago.
A subject pronoun doesnt have to always be at the start of the sentence: Later in the afternoon, they will drop off their daughter. Even though it was raining, we went to the outdoor concert. Are you going to the baseball game tomorrow?
2. Object Pronouns
While subject pronouns do the action, object pronouns receive the action of a verb. These are the object pronouns: Me You He gave me the money last night. (Me is the object of the verb gave.) I heard you play the piano at your recital. (You is the object of the verb heard.)
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Her Him It Us Them
The doctor gave her some stronger medicine. (Her is the object of the verb ___?___ ) I have known him since I moved to Auckland. (Him is the object of the verb ___?___ ) Perhaps you can put it next to the newspaper. (It is the object of the verb ___?___ ) My mum always wakes us in the morning. (Us is the object of the verb ___?___ ) She told them to go to sleep. (Them is the object of the verb ___?___ )
3. Possessive Pronouns
Possessive pronouns show us who or what owns something. The following are possessive pronouns: Mine Yours His Hers Ours Theirs Possessive pronouns and possessive adjectives can be easily mistaken for the other. Adjectives like my, her, and their describe a noun. My car. His suitcase. Their house. Well take a closer look at those in the next unit. But possessive pronouns are not followed by nouns they stand alone. They answer the question, whose? The green tennis shoes are mine. I think the piece of pie in the fridge is yours. The car next to the house is his. My TV is not as new as hers. Dont forget that the lawn chairs in the garage are ours. I cant believe that all those kids are theirs! A possessive pronoun can also begin a sentence: Hers are over there on the counter. Ours arent so healthy these days.
4. Reflexive Pronouns
Reflexive Pronouns are used to refer back to the subject of the clause or sentence. Here they are: Myself Yourself Himself Itself Ourselves Yourselves Themselves I asked myself why I had been so rude to the customer at the cake-shop. You can teach yourself Spanish if you are self-disciplined. He has to give himself the right kind of medication. The remote control cant move itself! Where did you put it? We laughed at ourselves after the stupid mistake we made. I wanted to help you with the assignment, but youll have to do it yourselves. Jason and Chris made that website by themselves.
So there we go! Four types of pronouns and their meanings and use are actually quite clear from the name: Subject Pronouns do the action Object Pronouns receive the action Possessive Pronouns answer the question whose?
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Reflexive Pronouns refer back to the subject Again, as a Communicative ESL teacher, you wont often be referring to the names of these pronouns. Your main strategy as a teacher is to model the English give your students samples of the grammar. Make sentences. Make dialogues. Make it REAL. Just handing them a list of different types of pronouns is not effective. Having them memorise lists is not effective. Getting them to practise the pronouns in situations that apply to themselves IS effective. There are more types of pronouns, and more ways to use them, but we have covered the ones you will be using most commonly. Familiarise yourself with them so that you are able to model them correctly!
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Prepositions
Well done! Now, lets talk about prepositions. In your mind, you may be thinking, Prepositions sounds so familiar. Yes, just like the other parts of speech weve done so far, prepositions are very useful and common. In English, most grammar rules can be broken. Almost all rules have exceptions. But guess what? Here is a rule that has no exceptions:
A preposition is never followed by a verb always a noun. By nouns we mean any of the following: Noun Proper noun Pronoun Noun group Gerund table, car, love Argentina, Victoria me, you, him the big cat, my first love swimming, watching, etc. (A gerund looks like a verb but acts like a noun. Dont worry you havent learnt that yet but you will!)
Prepositions are words like: In On At Over Beyond Under Next to Your students will continually be confused, exasperated and maybe even infuriated by prepositions! Why? They are so simple! Not if English is not your first language! We say we are at the hospital to visit a friend who is in the hospital. We can put a sign on the door or at the door. We sleep in bed, on the couch, at a friends house. The party is in December, on a Sunday, at 3pm. Woahhh see how confusing it gets? Lets see if we can make things a bit clearer, and divide things up a bit.
1. Prepositions of Place: at, in, on

Generally, this is how we use these prepositions: at in on for a point for an enclosed space for a surface
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at - point at the stoplights at the exit at the window at the beginning of the book at the end of my street at the bank
in - enclosed space in the bedroom in Brisbane in my purse in a supermarket in my CD player in the box
on - surface on the table on the rug on the menu on the wall on the page on the ceiling
With prepositions, there are also some uses which are standard for us, but for your students will be entirely unclear until they hear them many times. For example: on the left, on the right on radio, on television on my way at Christmas at present at the same time
2. Prepositions of Time: at, in, on,

Q. Waiiiit a minute. Those are the same words! At, in and on! How can they be prepositions of place AND of time? A. Ahhh, the beauty of English. Generally, this is how we use these prepositions: at in on - for a precise time - for months, years, decades and other long periods of time - for days and dates
At precise time at 2:00 at noon at lunchtime at sunset at 10pm at the moment
In long periods in the winter in 2008 in the 50s in December in the Dark Ages in the past/future
On days and dates on Wednesday on your birthday on the weekend on the 10th on Christmas Day on 5 July
A very common mistake for ESL students to make is to say phrases such as: In Tuesday morning In Saturday afternoon They make this mistake because weve taught them to say in the afternoon and in the morning.
But because the name of the day comes first, the rule on Monday on Tuesday, etc. will apply. So, On Tuesday morning On Saturday afternoon Other common mistakes are, for example: Incorrect: Correct: Incorrect: Correct: Incorrect: Correct: on last Tuesday last Tuesday at every Christmas every Christmas in this morning this morning I went home on last Tuesday I went home last Tuesday I call my mum at every Christmas I call my mum every Christmas Lets go to the market in this morning. Lets go to the market this morning.
The rule? When we use last, every, this and next, we do not use a preposition. Simple rules such as this will help you to give clear and accurate examples to your students.
3. Prepositions of Movement and Direction: to, toward, towards, around, through, etc
Some prepositions express movement. For example: I will go to the bank on my way to work. The fish slowly swam toward the bait. Well have to drive around the lake. In the summer the train goes right through these mountains. To make things even more confusing, we sometimes use no prepositions at all when talking about movement. I went to home. Lets go to upstairs. Brian went to outside. Well go to uptown soon. So how will you be able to make it clear to your students? Even students of the best English teachers struggle with prepositions, and the best remedy for this is practice and time. As students are exposed to English, they begin to develop an ear for what sounds right. As their teacher you can help them most by: -giving them clear written and verbal examples -listening for common mistakes and correcting them -consistently and consciously modelling the correct usage of prepositions in your speech.
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Unit 3 Parts of Speech: Adjectives and Adverbs Adjectives What are they?
Adjectives are useful words; they tell us more about nouns or pronouns. Sometimes we call them modifiers. When it comes to adjectives, we usually think about common adjectives such as: big small hot cold long short beautiful ugly powerful weak There are many other types of adjectives. Lets have a look at some: Comparative Adjectives Superlative Adjectives Possessive Adjectives Demonstrative Adjectives Interrogative Adjectives Okay, lets take a look at them a bit more in depth. The blue bicycle is bigger than the red bicycle. The yellow car is the biggest. Thats my pen! This pencil is red.. Which house is yours?
1. Comparative Adjectives
When we compare two things, we use comparative adjectives. The cat is bigger than the mouse. The house is bigger than the tree. My book is bigger than your book. The pattern is important: bigger hotter warmer faster easier When your students see the pattern, its easier for them, so be sure to make it clear! Now, can we say: My new vacuum cleaner is powerfuller than the old one?
or John is interestinger than Stan? Of course not. So when do we use er? We use er for one-syllable adjectives and those ending in y. big short easy pretty bigger shorter easier prettier
Adjectives consisting of three or more syllables use more: powerful interesting comfortable amazing more powerful more interesting more comfortable more amazing
Of course for you its natural its very easy for native English speakers to know exactly whether to use er or more. Your students will really benefit, however, from you showing the patterns and giving them lots of practice with it.
2. Superlative Adjectives
Well, we just learnt comparative adjectives are used to compare two things. When we are comparing three or more things, however, we use superlative adjectives. big hot bigger hotter the biggest the hottest
The math test was the easiest. Those green shoes are the smallest. Today was the hottest day so far this summer. Pretty simple! When it comes to adjectives with three or more syllables, we follow the same pattern as with comparative adjectives: powerful interesting comfortable amazing more powerful more interesting more comfortable more amazing the most powerful the most interesting the most comfortable the most amazing
Now, irregular forms. Ahhh always irregulars. Here are the two common irregular forms of adjectives: bad good worse better the worst the best
Adjectives ending in ' y' Sometimes they are thought of as irregular, but really they are not. There is a simple pattern they follow:
'friendly' becomes 'friendlier 'bubbly' becomes 'bubblier' 'crazy' becomes 'crazier' The pattern is: the 'y' turns into an 'i'. 8
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3. Possessive Adjectives
Some grammar terms are easier to understand than others, simply thanks to their name. So you can guess what a possessive adjective might be? What is a possessive type of word that might fit in the blank here? Thats ______ book. Or here? Jack lost _____ wallet. Its my and his! These are possessive adjectives. Here they are:
my your his her its our their

Learning possessive adjectives is not so difficult for your students. There is one tricky part though. You may have been confused by this all your life, actually WHAT is the difference between its and its? We expect possessives to have apostrophes: My brothers friend.
The doctors office. That mans wife. BUT when it comes to the possessive adjectives, there are NO APOSTROPHES. You can tell that cat really loves its owner. Canada is really proud of its athletes at the winter games. So when do we use its? We use its for contractions: Its a beautiful day. (It is a beautiful day.) I love my new cooking class. Im so glad its held on the weekends! (Im glad it is held on weekends!)
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4. Demonstrative Adjectives
Heres another term whose name helps you determine its meaning. Demonstrative adjectives answer the question which one(s)? That, this, those, and these are called demonstrative adjectives. They are the same as possessive pronouns, which we learnt already, but in this case they act as adjectives. That sofa is old, but this sofa is new. These CDs are the best I have. Those CDs are just some old ones I dont care about anymore. this --- that --- these --- those So why is it called an adjective? I thought adjectives were words like red, big, hot and comfortable! Well, an adjective answers the question Which one? A: B: The cat is under the bed. Which cat?
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The black cat. The big cat. The overweight cat. My cat. This cat. That cat.
black, big, overweight, my, this, that = all adjectives
But be careful!
The words that, this, those and these can also act as pronouns!
Remember
Look at the difference:
This
A pronoun takes the place of a noun. An adjective describes a noun, or answers the question which one?.
vacuum cleaner is noisy.
This answers the question which one?, so it is an adjective. This takes the place of the noun so it is a pronoun.
This is noisy.
Lets review the adjectives weve learnt: bigger, hotter, more comfortable ,etc biggest, hottest, most comfortable, etc my, his, their, her, etc this, that, these, those, etc comparative adjectives superlative adjectives possessive adjectives demonstrative adjectives
5. Interrogative Adjectives
Interrogative adjectives help to ask about something. What concert do you want to go to? Which singers are the best? Whose book did you borrow? An interrogative adjective is an adjective used to modify a noun or pronoun. In the sentences above, the words what, which and whose are used with the nouns concerts, singers and book respectively. Since these words are used with nouns to ask questions, they are called Interrogative Adjectives.
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Adverbs What are they?

Do you remember learning that adverbs are ly words? Okay, maybe you dont remember, but that is one common definition of adverbs. The truth is, there are all kinds of adverbs. An adverb can modify (give more information about) a verb: Juanita sings beautifully. (How does Juanita sing?) She always drinks coffee in the morning. (How often does she drink coffee?) My friend lives nearby. (Where does your friend live?)
An adverb can also modify an adjective: She is quite late today. Im really upset that you said that.
An adverb can even modify a whole sentence: Apparently, she had no idea that her mother was in an accident. Obviously you dont understand. Many adverbs end in ly, but not all ly words are adverbs! Adverbs: easily, slowly, lightly, angrily Not adverbs: friendly, pimply, lively --- they are adjectives because they describe something
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1. Adverbs of Manner
Adverbs of manner answer the question how. Think of the title manner, which indeed indicates how. How are you talking? How is she eating? How are they dancing? I am talking quietly. She is eating noisily. They are dancing gracefully.
Most adverbs of manner end in ly. But be careful! There are, as usual, irregulars. That athlete swims well. (not goodly). My co-worker types fast. (not fastly) Hint: The main thing to remember with irregulars is not to introduce them right away to your students. Make things clear, show patterns as much as possible. After your students understand the regular forms of a new grammar structure, you can introduce the irregulars.
2. Adverbs of Frequency
Adverbs of Frequency answer the question "How often?" I always eat dinner with my husband. We are usually on time for our meetings. She sometimes forgets to call me. Here is a chart commonly used in ESL teaching to help with showing adverbs of frequency: 100% 80% 50% 20% 0% always almost always / usually sometimes seldom / almost never never
3. Adverbs of Degree
Adverbs of degree tell us about the intensity or degree of an action, an adjective or another adverb. Here are some common adverbs of degree: Almost, extremely, quite, just, too, enough, hardly, completely, very
Im not sure if Im quite ready. Im almost finished. Ive hardly begun this exam! Is your new coat big enough? Shes too late lets go. That painting is very beautiful! Hint: Your students will have a problem understanding the difference between too and very. It will help them if you explain that too indicates a problem. This house is very big. This house is too big. You know the difference make sure your students do, too!
4. Interrogative Adverbs
Interrogative adverbs ask the questions. when where why how When are you going to the store? Where is her new car? Why is Tom standing there? How did she get to the airport?
Please note the different ways you can use how : With an adverb: How often do you go to the gym? How quickly can she run the 500-metre race? With an adjective: How big is your new swimming pool? How heavy is that bag? To ask the question In what way? How do you get to work every day? How do I make muffins? With much and many: How much water do you want? How many children do you have?
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Unit 4 Parts of Speech: Conjunctions and Interjections Conjunctions

Certainly nobody could define conjunctions as colourfully as Webster: Some words are satisfied spending an evening at home, alone, eating ice-cream right out of the box, watching Seinfeld re-runs on TV, or reading a good book. Others aren't happy unless they're out on the town, mixing it up with other words; they're joiners and they just can't help themselves. Conjunctions are JOINERS. Basically, they connect ideas. They allow us to make longer more complex sentences. To help you remember, consider that the word conjunction comes from the base conjoin. Here we introduce two main types of conjunctions: Coordinating conjunctions and correlative conjunctions. Lets take a look at the difference:
1. Coordinating Conjunctions
These are the most common conjunctions, and also some of the most common words in the English language: There are seven, and they can be remembered by using the acronym FANBOYS with the first letters of the words:
For And Nor But Or Yet So for and nor but or yet so
Carlo decided to act as president, for his fathers absence was taking a toll on the company. We have decided to terminate our contract, for you have clearly not honoured it. She won three awards, for her performance in that film was remarkable. Mark watched TV and waited for his girlfriend to come home. My mum works at the supermarket and my dad is a fruit farmer. Save as much money as you can and you will see great rewards. You should not assume he is ill, nor should you suggest he is insane. Neither men nor women are immune to cancer. I am not a fan of extreme political views neither conservative nor liberal. I dont like playing tennis but maybe you can teach me. He never called me from work but that doesnt mean he wasnt there. Nobody attended the session but everybody went to the reception. You can go with Daniel to the movies or you can stay at work with the rest of us. Ill have the coffee or the hot chocolate if you dont mind. They must really like the heat or they wouldnt stay in the tropics so long! They wanted to visit us in Melbourne, yet they never left Sydney. I like most sports, yet cycling has never really attracted me. The doctor said Lisas x-rays were fine, yet she still is having trouble breathing. The girls will be a bit late today, so please wait until they arrive before you begin. There have been some robberies in our community lately, so we are taking extra precautions. Ive been sick for almost three days, so I have to work extra hard next week.
Do you notice that some of the conjunctions are so much more common than others? English is such a fluid language. Where yet and nor were once a much more standard part of English, they now often seem to us to make a sentence weighty and sometimes even stuffy.
However, academic and formal English is strongly affected by the use of some of the less casual words, and that applies to conjunctions as well. Be careful about saying to your students, Oh we never use that word thats too formal. Or Thats too casual. It is the temptation of many English teachers to do so, but watch what you say, and dont turn your students off some words or expressions simply because they are not immediately useful. Its a fine line knowing whats useful and what isnt. Your ongoing experience will help you decide what is best for your students to be learning.
2. Correlative Conjunctions
Correlative conjunctions are always used in pairs, joining sentence elements that should be grammatically equal. Here are some common correlative conjunctions:
as as neither nor not only but also both and whether or either or
Im not as interested in skiing as I am in swimming. She is not as late as Julio. He is neither a leader nor a follower. Neither man nor beast can tame the heart. They are not only very stingy but also extremely unkind. She not only made lunch for me but also dropped me off at my appointment. Both eating lots of vegetables and taking a walk every day will help you stay healthy. I like both photography and travel writing. Whether you leave our company or stay, I will be happy to give you a reference. Im not sure whether Madonna is still singing or has retired. Oh, Im sure that the dog will either be barking or jumping around when you arrive. Juanita will be either absent or late.
Interjections
Interjections are usually one or two-word expressions that often come at the beginning of a sentence or are used alone. They are words like Oh! or Ummm or No way!!. Interjections dont really have grammatical value but are very common in every language, and usually used more in spoken than written English. Interjections are used to show strong or sudden emotions like surprise, disgust, excitement, thought, happiness, etc. Some common interjections include the following: Yuck! / Oh no! / Umm / Yahoo! / Wow! / Well There are many many more. Can you think of any that you use often? So would you introduce interjections to your students? Absolutely! At first thought, some English teachers tend to think that interjections are sloppy English or not useful. When somebody learning English is able to correctly use English interjections in place of ones in their own language, they immediately sound more natural and comfortable with the language. Interjections are a fabulous little language tool that you can model and bring into the classroom naturally. English learners like to use Oh my God! because they hear it in the movies all the time, but why not give them some more colourful interjections to add to their vocabulary?
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Unit 5 Parts of Speech: Verbs Simple and Continuous Tenses The Simple Present Tense
We use the simple present a lot in our daily speech. This is how we use it: For repeated acts of routine or habit I wash my face every morning. She works at the local video store. It rains almost every day during the rainy season. For facts or general truths The Earth is round. His sister likes camping. Many Europeans speak English.
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The Simple Past Tense

The Simple Past is used to describe an action, an event, or a condition that happened in the past, sometime before NOW. Hint: Its always good to use key words when teaching grammar. A great key word to use with the simple past tense is yesterday. Yesterday I walked to the store. Yesterday my sister played the piano and cooked dinner. Yesterday I watched TV and listened to the radio. See how we are using simple forms? When you introduce new grammar to your students, you need to do the same. The first time your students use any new grammar form, you need to show them clear examples. Keep it simple! What is the regular form of the simple past tense? Its ed endings to the simple forms. I walked. I talked.
I cooked. I played.
Always teach your students regular forms before throwing in irregular forms. But there are so many irregular, often-used forms of the past tense, and your students need to begin learning these almost right away. Simple present - Every day I eat. Simple past - Yesterday I ate. Simple present - Every day I go to school. Simple past - Yesterday I went to school. Simple present - Every day I sing. Simple past - Yesterday I sang. Hint: Try to avoid teaching forms by just repeating eat-ate sing-sang, etc. Its best to use these words in sentences. Get your students using full sentences from day one! Every day I eat. Yesterday I ate, etc.
The Simple Future Tense

We use the future tense to talk about anything that is going to happen after NOW, any time in the future. Your friend walks in the room with his arms full of heavy books. He says, Oh no, I think some of these are falling! You run up to him and say: A. Oh, Ill help you! B. Oh, Im going to help you. Which is correct A or B? Actually, neither is incorrect; both will and going to are used to talk about the future, often interchangeably. Yet, sometimes the difference in meaning is significant. Which one do you think sounds better? A or B? If you chose A, then you can see why you are needed to teach English overseas because you know what sounds right and can model it. If you chose B, well then its good youre doing this course! Lets try another example: Your mother is telling you about her evening plans. A. First, I will meet Lois for dinner, then we will go to see that new Brad Pitt movie. B. First, Im going to meet Lois for dinner, then were going to see that new Brad Pitt movie. Which do you think sounds better? A or B?
If you think B sounds better, youre among the majority of native English speakers. Somebody who is learning English as a second language would more likely choose A. Lets take a look at the different uses of future with will and going to. Your students will ask you what the difference is, so its good for you to know how to show them. WILL 1. We use will when we are making a promise or commitment. Ill take you out for your birthday. He said he will do my tax return for me if Im too busy. The president always says hell cut taxes but it never happens! 2. We use will when we are stating a spur-of-the-moment decision about the future. Oh, the phones ringing Ill get it! Ill walk you to your car. Ill help you with that. 3. We use will when we are making a prediction about the future. I think it will rain tomorrow. My sister will do very well on her exam! The dog will be much happier in his new home. GOING TO We use going to when we are stating a plan or intention for the future; something you know for sure will happen. Im going to eat dinner in a few minutes. Hes going to have a long day. If it rains, Im going to stay home. Hints: 1. The rules above are not absolute. We often spontaneously use will and going to interchangeably. Above is a guide to get your students started on knowing how to sound like a native speaker when they talk about the future. 2. It is natural to use contractions like Ill or Well and even slang like Im gonna. Your students hear you use it and will follow your model. That is fine BUT- first make sure they are comfortable with the full forms of I will and I am going to.
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Now youre familiar with three of the twelve tenses: Simple Present I eat bread every day. Simple Past I ate bread yesterday. Simple Future I am going to eat bread tomorrow. Lets move on to the Continuous Tenses.
The Present Continuous Tense

The present continuous tense is also sometimes referred to as the present progressive tense. This will probably be the very first tense your students will learn. To help you remember what the continuous tenses are, just imagine an action that is continuing and hasnt ended yet. With the present continuous, this means the action is happening in the present. Remember we said its good to use key words when introducing a new verb tense? With present continuous, this key word is NOW or RIGHT NOW. Look at these examples: (Right now) Im watching TV. (Right now) Larry is eating lunch. (Right now) my parents are having a vacation in Fiji.
A present continuous action -started in the past (maybe a year ago, maybe yesterday, maybe a minute ago) -is happening now -will end sometime in the future (maybe in two years, maybe tomorrow, maybe in 30 seconds) Here are some actions that could have started a few minutes ago and may end just a few minutes from now: I am talking on the telephone. He is listening to music. She is walking to the store. Can you think of a few more? Here are some actions that may have started last week and will end about a week or two from now: They are staying at their friends home in Germany. She is writing an essay for her history class.
We are waiting for our car to be fixed. Can you think of a few more? Now, can you think of some actions that may have started a year or two ago and will end at an unknown time in the future? How about these We are saving money for a new house. I am studying at the University of Southern Queensland. She is travelling around the world. Can you see that present continuous is simply something that started in the past and will end in the future? Its really simple! English language learners have a tough time knowing when to use present continuous and when to use the simple present. It comes quite naturally to native English speakers. Hint: Sometimes we use the present continuous tense to talk about the future! Yes, we do it often! Have you ever said something like this: Tomorrow Im going to school. Next weekend were staying home. Woah present continuous to talk about the future? Yes! 8 % ) B6 &9. % 6 &9 ,C & $ ( 1 *1 3L B B . , 6 ) B B . 6 ,C 9 , .6 ,C , ., 6C 9C 5 # $
The Past Continuous Tense

We just looked at the present continuous tense, which describes an action happening NOW. So then it naturally follows that the past continuous tense describes an action happening at some point in the PAST.
Take a look at these examples:

Yesterday at 3pm, I was watching TV. Last night at 10:00, we were driving home. Last week at lunch, I think I was eating lunch with my friend. We sometimes use the past continuous with while. I was watching TV while my sister was feeding the baby. My friends were partying while I was at home sleeping. The babies were crawling around while their mums were watching them. See the pattern? (continuing action) + while + (continuing action) You try it! Complete these sentences aloud using the same format: She was driving while I was listening to the radio while My son and his friends were eating pizza while We also often use the past continuous with when. I was preparing lunch when you called. She was driving to work when the accident happened. I was skiing when I broke my leg. So whats the difference between using when and while? Well, compare the two, look at the patterns and see if you can figure it out. Whats the difference between these two? I was preparing lunch while you were calling your friend. I was preparing lunch when you called. While = two continuing actions were happening simultaneously When = one continuing action was occurring when a short complete action occurred. I was walking down the street while my friend was rollerblading next to me. Walking = a continuing action Rollerblading = a continuing action I was walking down the street when the rain started. Walking = a continuing action Started = a short complete action
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The Future Continuous Tense

Okay! If this is the present continuous: I am listening to classical music on my radio. And if this is the past continuous: I was listening to classical music on my radio. Then what do you suppose is the future continuous? Present continuous: I am walking. Past continuous: I was walking. Future continuous: ?
This is the future continuous form: At 7am, I will be sleeping. Tomorrow night Ill be studying, so please dont call. Next weekend well be driving up north with my in-laws. Thats it! Simple isnt it? Now, not ALL verbs can be used in the present, past or future continuous form. I eat I walk I am eating I am walking
Those make sense, right? How about these: I see I love I am seeing I am loving
No, we dont say I am seeing a car or I am loving my mother, do we? We say, I see a car and I love my mother. These are verbs we dont usually use the continuous tenses with: hate, like, love, need, prefer, want, wish believe, imagine, know, mean, realise, recognise, remember, suppose, understand belong, concern, consist, contain, depend, involve, matter, need, owe, own, possess appear, resemble, seem, hear, see
Here are some examples:

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I love pizza. I believe you are right. That depends on the weather It seemed strange.
not I am loving pizza. not I am believing you are right. not That is depending on the weather. not It was seeming strange.
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Now youve learnt six of the twelve tenses! Simple Present Simple Past Simple Future Present Continuous Past Continuous Future Continuous Not as scary as you thought it would be, was it? Hopefully not!
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Unit 6 Parts of Speech: Verbs Perfect and Perfect Continuous Tenses The Present Perfect Tense
The Present Perfect tense is a useful tense! The key word that will help you remember the Present Perfect tense is forms of the verb have. Actually its have + the past participle form of a verb. Look: She has finally completed her degree! Korea has become a popular teaching destination. I have started cooking dinner. I have eaten pasta three times this week. We use the Present Perfect to say that an action happened at an unspecified time before now . Wait read that again. We use the Present Perfect to say that an action happened at an unspecified time before now . What does that mean? Well, take a look at these sentences, where the time is specified: Yesterday I walked the dog. She ate lunch at 1pm today. When I worked in New York, I had hardly any free time. That day it rained so hard! Because the time is very specific, we use the simple past tense:
Now take a look at these examples again, where the time is NOT specified or unimportant: She has finally completed her degree! sometime in the past Korea has become a popular teaching destination. sometime in the past I have started cooking dinner. sometime in the past I have eaten pasta three times this week. exactly when did I eat pasta? Not really important. Sometime in the past.
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For many language learners, the concept of unspecified time is very difficult to grasp. This is why you may hear your students say I started cooking dinner or She arrived instead of I have started cooking dinner and She has arrived. They may also say Yesterday, I have watched TV. As with any grammar point, it is always important to look for patterns and make it as clear as you can for your students. Breaking ideas into topics or themes is helpful. With that in mind, lets take a look at some of the more common ways that we use the Present Perfect: 1. Experience What is important here is IF you did something or IF something happened not WHEN. I have seen that movie more than ten times! She has been to Mexico City. They have never eaten Japanese food. Have you ever tried sky-diving? 2. A Change over Time I have completed the assignment. Yesterday I wasnt finished; now I am. It has started raining. An hour ago, it was not raining; now, it is. She has cut her hair very short! This morning her hair was long; now its short. Taxes have really gone up over the last few years. Five years ago they were reasonable; now they are very high. 3. Actions not yet Completed Here an action started in the past and has not yet finished. We usually use for and since with this use of Present Perfect: Ive lived here for 18 months. She has studied Greek since her trip to Athens. We havent seen her for a long time. 4. Accomplishments Ive finished my homework! Man has finally landed on the moon. Canada has won the gold medal in ice hockey.
when? Not important. when? Not important. when? Not important. when? Not important.
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Remember: We use the Present Perfect to describe something that happened sometime before now. But when, exactly? Its not important, or not specified. Sometimes we can narrow down that unspecified time, and talk about our whole life. Ive been to London, Tokyo and Rio de Janeiro. Sometimes we narrow it down to a year: I have not had the flu at all this year. Sometimes we narrow it down to a month: This month, Ive been to the movies three times. Or how about just today? Ive eaten a turkey sandwich and thats it!
Now how do we FORM the Present Perfect tense?

For us its very easy. It comes naturally, because we are native speakers of English. Ive never tried Korean food sounds better than I never tried Korean food. Ive already seen that movie sounds better than I already saw that movie.
But what is the actual formation of this verb tense? It goes like this: Subject + a form of have + past participle Eeek! Past Participle? Whats that? Oh, relax take a look: I have watched She has flown They have been He has gone Simple Present Eat Sit Swim Ride Drink Simple Past Ate Sat Swam Rode Drank Past Participle Eaten Sat Swum Ridden Drunk
See the yellow (third) column in the chart above? Those are examples of the PAST PARTICIPLE. Eat-ate-eaten, drink-drank-drunk, swim-swam-swum it comes so naturally for us native speakers of English. However, why is there often no pattern? Ridden, swum, drunk, sat, eaten: its no wonder English learners get frustrated! So aside from shoving a whole table like the one above but with 100 verbs at your students and insisting they memorise it, how can you effectively teach them the Present Perfect? By modelling it! If charts and memorisation were effective, you wouldnt be needed overseas. Why not initiate a few dialogues and get them to practise. Teacher: I have never been to Russia. Have you ever been to Russia? Student: Yes! I have been to Russia or No, I have never been to Russia. Suddenly it becomes much more meaningful to your students. The main thing to remember about the Present Perfect is that it refers to an unspecified time in the past.
The Past Perfect Tense

Okay now, if this is the PRESENT Perfect Tense: I have finished. Then it makes sense that this is the PAST Perfect Tense: I had finished. Have becomes had and changes the whole meaning of the sentence. Remember we said the Present Perfect refers to an unspecified time before now? Well, the Past Perfect refers to an unspecified time before sometime in the past. Lets make a visual comparison using the timelines. Imagine you are caught in a traffic jam on the way to the airport to catch a flight. Upon arrival you are told that the plane has already left.
You go back home and tell your family that the plane had already left.
Some more examples of how we use Past Perfect. Look at how we are talking about the past in the past. She had already been to the store. (by the time I went to the store) I had never been to Tokyo before my holiday last winter. Had your parents already divorced when you got married? Okay quick review: Present Perfect Past Perfect I have worked at K-Mart for 12 years. I had worked at K-Mart for 12 years. (before now) (by the time I retired)
And now a new one. Yup you guessed it: FUTURE Perfect!
The Future Perfect Tense

Its a natural progression, really. Present = Have Past = Had Future = Will have talks about the past in the present talks about the past in the past talks about the past in the future
The Past in the Future? What the ??! Sure take a look:
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I will have worked at K-Mart for 12 years by the time I retire. He will have finished the housework by noon. You will have eaten all the doughnuts when you eat that one! Well, now youve learned nine verb tenses. I walk. I am walking. I walked. I will walk. I was walking. I will be walking. I have walked. I had walked. I will have walked. Wow! Can you remember the names of each of the tenses? Now, just three more tenses, then were done. (Done the tenses, not the whole grammar course - nice try!) Okay with the perfect tenses still in mind take a look at these examples: I have been walking for eight hours. I had been walking for eight hours. I will have been walking for eight hours. These are a combination of continuous and perfect tenses! Remember the Present Continuous? I am walking. And the Present Perfect? I have walked. So if we add them together, what do we get? I am walking + I have walked = I have been walking. This is the Present Perfect Continuous tense.
The Present Perfect Continuous Tense

There are two ways we can use the Present Perfect Continuous. 1. To talk about an action that started in the past and is continuing now . Ive been waiting for almost an hour! Shes been reading that book all night. Theyve been watching TV since the game started.
2. To talk about an action that was continuing until very recently. You look tired. Have you been working hard? I would love to go skiing this morning. It looks like its been snowing. The room smells funny. Leslie must have been smoking.
The Past Perfect Continuous Tense

So if this is the Present Perfect Continuous tense: Ive been waiting for two hours. Can you try to guess what the Past Perfect Continuous tense is? At this point you should be noticing patterns. I have been waiting for two hours. I had been waiting for two hours. Present Perfect Continuous Past Perfect Continuous
And now when do we use this tense? Remember we said the Past Perfect refers to an unspecified time before sometime in the past. (I had finished the gardening by noon.) Well the Past Perfect Continuous is the same, except it refers to a continuing action in the past before another time in the past. The driver had been drinking so he failed the breath test administered by the police. I wasnt surprised that Jared was late. Hed been working late for several weeks. I was so tired last weekend because I hadnt been sleeping well. They had been writing letters for years before they met.
The Future Perfect Continuous Tense

Okay! Last one These are the two you have just learnt: I have been waiting for two hours. I had been waiting for two hours. And now, of course: I will have been waiting for two hours. Future Perfect Continuous The Future Perfect Continuous refers to a continuing action in the future before another time in the future. She will have been working for 12 hours by the time I relieve her. Ill wake him up at 4:00. By then hell have been sleeping long enough. Will they have been watching TV when we arrive? Hint: Its very important to remember something about the perfect tenses. Often we do not use the technically correct version. Here is an example: Instead of saying : I have already washed the dishes we may say I already washed the dishes. We have a tendency of slipping into the past tense instead of using the Present perfect tense. This is a perfect (no pun intended!) example of how English is always in a state of change. What was not acceptable to say or write 10, 20 or 50 years ago may now be okay. Sometimes this is laziness on the part of speakers, other times ignorance, but often its just a reflection on changing habits.
Present Perfect Continuous Past Perfect Continuous
Try to become aware of your speaking style and habits, and check if the words and tenses you use are correct. If they are not, then ask yourself if it is because of ignorance, laziness or poor examples in your life, or simply a reflection on a communal change in speaking or writing style. The more familiar you are with grammar rules and your own style of speaking the better you will be able to teach your students. Yay! You made it through and now youre familiar with ALL the twelve verb tenses! Can you think of an example sentence for each of them? Simple Present Simple Past Simple Future Present Continuous Past Continuous Future Continuous Present Perfect Past Perfect Future Perfect Present Perfect Continuous Past Perfect Continuous Future Perfect Continuous
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Unit 7 Conditionals
Its a Friday evening, and youre still sitting at work. This is the third evening in a row that youve had to work overtime, and youre tired. Thats it, you think, I need a raise. On Monday you approach your boss and tell him that youve been working hard, and deserve a salary increase. Your boss nods his head thoughtfully, and finally replies, Youre right. You do deserve to be paid more, and I will raise your salary . on one condition. How might he begin his next sentence? If he is setting conditions, then he will probably begin his next sentence with the word if. If you agree to train somebody to assist you with your office duties The English grammar structure of conditionals almost always involves an if in the sentence. Teaching the use of if can get tricky, if you dont organise yourself and your examples. You must be aware of the different types of conditionals, and introduce them one at a time to your students. In this unit, well take a look at three conditionals: First, Second and Third.
1. First Conditional
Look at these examples. If he is late, I will wait for him. If it rains, we can watch a movie at home. If she has enough time, she will join us. Is it possible that he will be late? Yes! Is it possible that it will rain? Yes! Is it possible that she will have enough time? Yes! The probability of each of these conditions or situations happening is quite high. This is the structure we use: If If If If If If If If If If condition or situation Simple present my mother calls Its cold again tomorrow Simple Present it rains the baby cries Simple Present he gives you a hard time you fail your test result Simple future Ill talk to her for awhile we will turn on the heater Simple present we dont have outside playtime her mother calms her down Imperative just tell him to call me ask if you can write it again
Take a good look at the three different kinds of first conditional in the chart above and familiarise yourself with it! For the first conditional the probability is high remember that!
2. Second Conditional
With the second conditional, we go into conditions and situations that are much less probable, maybe even highly improbable. Check out the examples:
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If I won the lottery, I would go on a world trip! If I had more time, I would take Spanish lessons. If Mr. Yamazaki lived in Australia, he would play golf every day. If If If If If If condition or situation Simple Past she ate too much I worked at your company he asked you to marry him they crashed your car result would/should/could/might + base form of verb she should take a walk we could always have lunch together would you say no? you would have to rent one
Remember with the second conditional that the situation is highly improbable. Continuing the following pattern can help both you and your students remember the second conditional. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Im not hungry. But if I were hungry I dont like rock music. But if I liked rock music I dont have a lot of free time. But if I had a lot of free time My sister doesnt live in Europe. But if she lived in Europe The sun doesnt shine much here. But if it shone more I dont eat meat. But He doesnt write well. But My dog doesnt like playing with the ball. But He doesnt live near me. But This city doesnt have a baseball team. But
Hint: With the second conditional, were replaces was even if it doesnt sound right to you! For example: If I were not late, I would stay for a cup of coffee. If I were tall, I would wear more short skirts! Remember the famous song? If I were a rich man
3. Third Conditional
Well, with the third conditional, not only does the probability of the condition drop, it no longer exists! Its too late to change the situation, and we can only talk about the past. No more present and future! Look: If I had eaten any more, I would have exploded! (But I didnt.) If he had asked Tracy out, Im sure she would have said yes. (But he didnt.) If Maria had completed high school, she would not have had problems getting this job. (But she didnt.) If If If If If If condition or situation Past Perfect you had told me about your concert, the bus had been on time, you had entered the contest, they had gotten married, result would/should/could/might have + past participle I would have gone. we wouldnt have missed the plane. we might have won a free trip! Im sure theyd have had big problems.
There you go three forms of conditionals! All forms of conditionals are often used in the question form as well. For example
What will you do if it rains? Where will Ricardo stay while he is in Canada? Would you eat sushi more often if your wife liked it? Would your family call you if you moved overseas? Would you have watched TV if I had come over? Would his sister have written that book if she hadnt travelled overseas? As you can see, conditionals would be a great way to stimulate discussion in your class! Can you think of some good songs using conditionals? Songs are a great way to practise new grammar points!
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Unit 8 Phrasal Verbs, Idioms, Slang and Proverbs Phrasal Verbs

Phrasal verbs are simply phrases which consist of a verb in combination with a preposition or adverb, or both. Here are some examples of phrasal verbs: -look after -make up -run into ESL learners worldwide struggle with phrasal verbs because the meanings are usually impossible to guess just by knowing the definition of the verb in the combination. For example, a student may be very familiar with the verb put but have no idea what put off means. See how there is so little connection between the two? Lets look at those examples again: To look after somebody means to take care of them, to see to their safety. To look after something means to take care of something, to see that it gets done. Those definitions would be difficult to guess simply by knowing what look means! To make up means to repair a rift in a relationship; to apologise and forgive. No clear connection to make! To run into someone means to meet someone unintentionally. To run into something means to hit it while walking or driving. Youve probably never thought about the difference between simple verbs and phrasal verbs. The truth is we use hundreds of phrasal verbs in our daily speech. Here are some more examples: -calm down -cool off -bring up -try on -put back -look like Pretty useful English, isnt it? Thats what we are always trying to do for our students teach them useful English. So lets look a bit more at phrasal verbs.
Phrasal Verbs - Transitive vs. Intransitive

Verbs can be transitive or intransitive. A transitive verb is followed by an object. Examples: She threw out the newspaper. I look forward to your concert! Dont forget to pick up the videos. He loves to wait on his customers.
An intransitive verb is not followed by an object. Examples: He finally gave in. Why dont we eat out tonight? He told his sister to shut up. Call me if the children begin to act up.
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Phrasal Verbs Separable vs. Inseparable

Transitive verbs can be either separable or inseparable. Separable - The object may be placed between the two parts of the phrasal verb. Examples: She took off her shoes. She took her shoes off. I wish youd clean up that mess. I wish youd clean that mess up. Inseparable The object may not be placed between the two parts of the phrasal verb. Examples: They looked for the dog in the park. We talked about his ex-girlfriend all evening. Youll have to get rid of that cough before your concert! She doesnt get along with her neighbours.
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Idioms
Idioms are words, phrases or expressions that are not to be taken literally. Your students may know the words to rain and they may know what a dog and a cat are. Those words are quite straightforward, and easy to learn. But do they know what Its raining cats and dogs means? They probably would not be able to guess the meaning. Its not really raining cats and dogs, is it? Its raining hard. Thats what makes it an idiom. Our speech is full of idioms that we may not be aware of. Your students all know the value of learning idioms, and they need and want to use them in their English speech. When is the last time you heard of a company that was in the red? Have you ever bitten off more than you can chew? Do you like to go with the flow? More Examples: -feeling blue -rub someone the wrong way -get up on the wrong side of bed -sleep on it -two-faced -wet behind the ears -be on the ball See how the literal meanings are different than the idiomatic meanings?
Categories of Idioms
Idioms can be divided into many different categories. Here a few: Body Part Idioms: -to eye somebody -all thumbs -have a heart-to-heart talk -have cold feet Food Idioms: -piece of cake -cheesy -butter somebody up -bring home the bacon Colour Idioms: -green with envy -in the black -green thumb -feeling blue
Animal Idioms: -raining cats and dogs -somethings fishy -ratrace -a little birdie told me There are lots of categories you can use to help your students remember idioms relationship idioms, sports idioms, weather idioms, etc. Hint: As a teacher you must remember to choose idioms that are most useful, not just pull some new idioms into your lesson simply because they fit the theme, for example colour idioms. Stick to useful idioms, and make sure your students have opportunities to use them in context!
Slang
The Cambridge Dictionary defines slang as very informal language that is usually spoken rather than written. Look at the slang in the following conversation: Dan: Hey Reg, whats up? Reg: Oh, just wondering if youll ever get a move on with the housework. Dan: Dont get huffy Ill get around to it in a sec. Reg: Ive really had it with your procrastination. Slang is common in our daily speech! So as English teachers, should we bring slang into the classroom? Absolutely! As with idioms and phrasal verbs, slang should be introduced even in the beginner classrooms. Imagine if you always give your students a formal greeting like Good morning, how are you? and then they hear you say to a native English speaker friend, Hey, whats up? English is oozing with slang. When your students listen to English lyrics in songs or watch English TV, they are being thrown slang, so part of your job as a teacher is to help them both understand and be understood. Introducing slang is part of that. However, keep a few things in mind: 1. Use your discretion with slang. Its ok to bring some local slang into your classroom for fun, but give them useful English, always! Aussie or Kiwi slang may be fun for a laugh and to help them get a little insight into your culture, but will it help them outside of your classroom? It depends on their motivations for learning. American slang too, for example, can differ greatly depending on socio-economic status and geographical location. Make sure the slang you teach is useful. 2. Always teach correct, formal English before introducing the slang.
Proverbs
Here are some English proverbs that are often used. All that glitters is not gold. Dont judge a book by its cover. The grass is always green on the other side of the fence. Its no use crying over spilt milk. Beggars cant be choosers. Better late than never. How many of them have you used? Do you think some of your students will have similar proverbs in their own language?
Do you think that using proverbs would help your students express what they want to say?
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Unit 9 Active & Passive Voice / Direct & Reported Speech Active & Passive Voice
When we talk about the voice that a verb is in, we are indicating whether the subject of the sentence is either performing or receiving the action. It is actually quite simple to determine if a sentence is written in passive or active. Take a look: The boy kicked the ball. The subject (boy) performs the action active voice passive voice
The ball was kicked by the boy. More examples of active voice:
The subject (ball) receives the action
The man rode his bike to the store. I watched TV all night. Yesterday, my mum cut my hair. The computer broke down early this morning. I think its on the table. More examples of passive voice: The baby was taken to the doctor. Our garbage is usually collected on Wednesdays. Three children were hit by the truck. The entire class was given a one-week extension. Her books were left on the table. The choice of using active or passive voice is not as much a matter of which is grammatically correct, but more a matter of style deciding what the implication of the sentence is. We use passive voice when: 1. The performer of the action is not as important as the receiver: My hair was cut much too short last summer! My computer was fixed by the technician earlier in the day. 2. The performer of the action is unknown. The posters will be removed late tonight. The doors have not been locked. Often a sentence using a passive voice is much weaker, or too wordy (hence the name passive!). The trip was enjoyed by me. The history exam was completed by the high school students. They dont sound quite right, do they? We use the active voice to bring attention to the subject. Passive and active voices can be used in all the tenses. Here are some examples: Present Continuous: Brenda is helping Adrianne. Adrianne is being helped by Brenda. Present Perfect:
active passive
Sandy and Scott have completed the mowing. The mowing has been completed by Sandy and Scott.
active passive
Here are some examples where both the active and passive voices can be used well, depending on the speakers intentions: The gifts have been sent. I have sent the gifts. My company gave me a new office. I was given a new office by my company. She must practise Spanish regularly. Spanish has to be regularly practised (to be learnt). passive active active passive active passive
Remember: Do not use the expressions Passive Tense or Active Tense. These are voices, not tenses!
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Cory says he is ill. Later that day you see Corys girlfriend and want to tell her what Cory said. You can say: Cory is ill. That is direct speech, because you are repeating exactly what Cory said. Or you can say, Cory said he was ill.
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That is reported speech (sometimes called indirect speech), and you usually talk about it in the past (because obviously the person (Cory) said it in the past). It is okay to use that but not necessary. Cory said that he was ill. In general, when we use reported speech, we switch to a tense that is further back on the timeline. For example, present tense would change to past: There are several things Adam says on the phone to you: Direct Speech I am hungry. I have to go. Its late. Reported Speech He said that he was hungry. He said that he had to go. He said that it was late.
As present changes to past, present continuous changes to past continuous, and so on Have a look at the following and take note of the connections: Simple Present
I am hungry.
Simple Past
Present Continuous Present Perfect
She said that she was hungry.
Im waiting for the bus. I have been to Europe three times.
Past Continuous Past Perfect
He said that he was waiting for the bus. She said that she had been to Europe three times.
Present Perfect Continuous Simple Past
She has been watching TV for twenty minutes. I cooked dinner for my mum.
Past Perfect Continuous Past Perfect
He said she had been watching TV for twenty minutes. She said that she had cooked dinner for her mum.
Past Continuous Past Perfect
I was watching TV when you called. They had completed the entire exam.
Past Perfect Continuous
He said that he had been watching TV when I called.
Past Perfect (no change)
Past Perfect Continuous
He said that they had completed the entire exam.
I had been studying Latin for 15 years.
Past Perfect Continuous (no change)
She said that she had been studying Latin for 15 years.
There are some other verb forms that change too: Will becomes would I will help you. She said that she would help me. Can becomes could I cant see. She said that she couldnt see. May becomes might I may be late. She said that she might be late. Time references also change: Today becomes that day I have to go to the dentist today. She said that she had to go to the dentist that day.
Tomorrow becomes the next day I will call you tomorrow . He said that he would call me the next day. Here becomes there I want to stay here. She said that she wanted to stay there. Now becomes then I am eating now . He said that he was eating then. This year becomes that year This year is cold! He said that that year was cold. Yesterday becomes the day before Yesterday we watched three movies. They said they had watched three movies the day before. When were using giving orders (these are called imperatives), we introduce the infinitive forms (i.e. To go, to walk, etc): Go home. He told me to go home. Please go home. (or Could you please go home?) She asked me to go home. Dont smoke in here. He told me not to smoke in here. Now, lets look at some examples where verbs dont follow the rules. Again, Cory says, Im sick. Two days later you meet Corys girlfriend and you say to her, Cory said that he was sick because you dont know if he is still sick. Youre reporting. But what if it wasnt two days later what if it was two minutes later? You would say, Cory said that he is sick Because you can be quite sure hes still sick. Usually we can use the time context to help us understand what is said. Sometimes things get confusing when more than one verb is used in a sentence. For example, Mayumi tells you: I was working at Universal Studios when I got married. She said that she had been working at Universal Studios when she had got married. Hmmm. Sounds a bit wordy and awkward, right? How about: She said she was working at Universal Studios when she got married. It doesnt exactly follow the rules we laid out, but sounds more comfortable, right? This is another perfect example of how you as a native English speaker can tell your students what sounds right.
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Unit 10 Modals
Modals are verbs which have different characteristics than other verbs. Here are the six most commonly used modal verbs: Can Could Should May Might Must Here are three major differences between modal verbs and other verbs: 1. Many modal verbs cant be used in the past or future tenses. Example Non-modal verb Modal verbs I walked to the store past tense I canned walk to the store past tense Correct Incorrect
2. Modal verbs cant be used in the third person with an added s or es Example Non-modal verb Modal verbs Tania works in Auckland. Tania cans work in Auckland. Correct Incorrect
3. Modals cannot be followed by the full infinitive (to + verb), only by the bare infinitive. Example Non-modal verb Modal verbs Non-modal verb Modal verbs I love to go to the movies. I can to go to the movies. I love go to the movies. I can go to the movies. Correct Incorrect Incorrect Correct
Modals can get very complicated, because we use them in so many different ways! Lets take a look:
1. Can
We use can: to talk about possibility or ability to make requests to ask for or give permission
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Can possibility or ability
Can Mr. Bruno cook as well as his wife? Can you throw the baseball with your left hand? Also used: able to Is Mr. Bruno able to cook as well as his wife? Can you please close the door as you leave? Can you turn down that music? You can wear my clothes whenever Im out of town. I can drive mums car today. Also used: may or allowed to You may wear my clothes. Im allowed to drive mums car today.
Can to make requests
Can for permission
2. Could
We use could: to make requests as the past for can with possibility or ability
Could to make requests
Could you open the window please? Could you and your children help me with these boxes? Could you teach me how to play that chord on the guitar? Using could is more formal and polite than using can.
Could as the past for can with possibility or ability
I was lucky I could study yesterday. Their dog could take the post out of their mailbox! Could you hear him clearly at the concert?
3. Should
We use should: to give advice or an opinion when something is not right or as we expect it should be to say that we expect something to happen
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Should to give advice or an opinion Should when something is not right or as we expect it should be Should to say that we expect something to happen
You really should stop seeing him hes trouble! If you want to lose weight, you should take a walk every morning. The government should not collect such high taxes on cigarettes! Why is Brenda not here? She should be helping you. The kids should be with their father, not with their neighbour. That cat should have more energy I wonder whats wrong. Youve been working so hard for so long you should get a raise soon. We should have no problem finding a good school for you in Melbourne. Her final exam scores were very high so she should easily get into university.
4. May
We use may: to make requests for permission to express possibility
May to make requests for permission
May I have a moment of your time? May Tina come over to play with us? May I teach you how to play that better? Using may to make requests is more formal and polite than using can. She may call you in the morning but I doubt it. Ive heard it may rain this weekend. Adam said he thinks he may just pick his wife up at the office.
May to express possibility
5. Might
We use might: to make requests for permission to express possibility
Might to make requests for permission
Might I have a moment of your time? Might Tina come over to play with us? Might I teach you how to play that better? Using might to make requests is more formal and polite than using can or may. She might call you in the morning but I doubt it. Ive heard it might rain this weekend. Adam said he thinks he might just pick his wife up at the office.
Might to express possibility
6. Must
We use must: to show strong obligation or necessity to say we feel sure something is true
Must to show strong obligation or necessity Must to say we feel sure something is true
I must meet your mother before she goes back to Europe! You must stop smoking or you will end up in the same condition as your father. April is quickly approaching; we must decide where we want to hold the reception! Youve been jogging for almost an hour. You must be tired! Youre going to vote for Senator Johannson? You must be kidding! That package must be really heavy; Ill help you.
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Unit 11 Gerunds and Infinitives

Remember in the verbs unit, you learnt that the infinitive form of a verb is to ______. These are infinitives: -to swim -to eat -to consider -to die -to invest etc. Many of your students will have trouble distinguishing between infinitives and gerunds. So what is a gerund? Most simply put, a gerund (pronounced jare-und) is a word that looks like a verb but acts like a noun. Huh? Check it out: I like fish. I like beer. I like my friends. I like this computer. fish is a noun beer is a noun friends is a noun computer is a noun
So far so good, right? These are nouns as you have learnt them person, place or thing. Now look: I like swimming. I like watching TV. I like eating veggies. I like surfing. swimming is a noun (though it looks like a verb!) watching is a noun eating is a noun surfing is a noun
In those examples, like is the verb and the ing words are nouns. They look like verbs but are actually nouns. They are IMPOSTORS! If you are affronted by a noun pretending to be a verb, stand your ground, refer to your newly acquired grammatical prowess, and call a spade a spade. Or in this case, a gerund a gerund. You can do it! Look at these comparisons as another way we use gerunds. Kids are fun. Summertime is fun. That park is fun. Nicola is fun. kids is a noun summertime is a noun park is a noun Nicola is a noun
And now, the same form, but with gerunds: Playing trivia is fun. playing is a noun (though it looks like a verb!) Cooking Italian food is fun. cooking is a noun Going out with friends is fun. going is a noun Playing ice-hockey with my Canadian boyfriend is fun. playing is a noun Here are some other ways we use gerunds. Remember, they can easily be disguised as verbs, so again, note carefully how they are actually used as nouns.
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In the evenings my friends and I like watching TV. Staying home is really the best way to spend free time, I think. My mum wants me to learn a new language, study cooking, or even do more shopping. I guess Im lazy. Oh well, it beats spending money. As you can see, like all nouns, gerunds can act as objects: For example: I like swimming. Like is the verb; Swimming is the object.
Lets compare gerunds and infinitives for a moment: She likes cooking. (gerund) grammatically correct, and sounds natural, right? She likes to cook. (infinitive) grammatically correct, and sounds natural, right? Playing for the Boston Red Sox is his ultimate fantasy. (gerund) grammatically correct, and sounds natural To play for the Boston Red Sox is his ultimate fantasy. (infinitive) grammatically correct, but sounds unnatural Infinitives are not usually used as a subject (To swim is fun), but as an object (I love to swim). Infinitives and gerunds, when used as nouns, usually name activities (swimming, to swim, cooking, to cook) not people (Dr. Brown, the baby) or objects (the radio, a cat). When you show clear patterns to your students, they are able to follow them. If you give examples like Swimming is fun, Cooking is fun, Watching TV is fun, and practise that with them, then they are easily able to plug in other gerunds. The problem comes when it is not clear whether to use gerunds or infinitives. This problem comes when we use the gerund or infinitive form as a direct object because the situations are often highly arbitrary. Its not usually a problem for us, because we have grown up or somehow become accustomed to hearing correct English, and it is very natural. Its true! See which of these sound correct? I regret talking about his ex-wife in front of him. or I regret to talk about his ex-wife in front of him. How about these two: Have you decided to give up smoking? or Have you decided giving up smoking? And which of these two sounds correct: Id like to avoid missing the train. Or Id like to avoid to miss the train. Hopefully, for each of those examples you chose the first sentence as the one that sounds most natural. If you didnt well, um, its good youre taking this course! Some verbs can easily be followed by either a gerund or an infinitive: prefer I prefer to watch TV. I prefer watching TV. hate
She hates doing the dishes. She hates to do the dishes. fear begin continue like love start Thats just a short list - there are many more which youll come across as you need to teach them. The verbs below are among many that are usually followed by a gerund. finish Have you finished preparing the lunch yet? (not Have you finished to prepare the lunch yet?) begin Lets begin putting the puzzle together. avoid cease commence undertake enjoy dread mention And now, those that are usually followed by infinitives: plan We plan to get married next autumn. (not We plan getting married next autumn.) forget Dont forget to turn off the iron! deserve expect afford agree begin want promise neglect
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Sometimes when students mix up gerunds or infinitives, it is simply a matter of a grammatical mistake, but the meaning is not affected, and we understand what they mean. But sometimes it can make a big difference in meaning! Consider the following: Did you remember to stop at the store? Did you remember stopping at the store? See how the meaning is completely different? The first example could be used in this kind of context: I needed you to pick up some milk at the store. Did you remember to stop and get it? The second example: You seem to have forgotten all the details of that night. How about stopping at the store do you remember that? Can you see the difference between the following examples too? I stopped smoking this morning. I stopped to smoke this morning. 8 ; . #
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Revision As your students begin to excel in English (under your outstanding tutelage, of course!), theyll really struggle with prepositions. We mentioned this in the prepositions unit. Do you remember what prepositions are? In, on, under, at, about, etc. Gerunds are often used with prepositions. It goes like this: adjective + preposition + gerund interested + in + swimming scared + of + dying dedicated + to + continuing development Here are a lot more: accustomed to afraid of angry at annoyed with aware of bored with capable of committed to concerned about connected to content with convinced of crowded with dedicated to done with envious of excited about exposed to familiar with filled with finished with fond of grateful for guilty of innocent of interested in involved in jealous of limited to patient with prepared for proud of related to relevant to remembered for responsible for satisfied with scared of terrified of tired of upset with used to
Now, take a good look at that list. Choose a couple, and try making a sentence using just a regular noun (not a gerund). For example: Im finished with the exam. Now try it again with a gerund. For example: Im finished with studying.
See how the prepositions in the table follow no pattern? Imagine how overwhelming and frustrating it must be to students of English who are trying to learn how to use prepositions. Practise, practise, practise with your students! Give them dialogues, role-plays, and lots of opportunities to use combinations like this. If you teach it just once and then leave it, they wont remember it. If you throw them a copy of the above table and then test them on it and leave it, they wont remember it. Make it real! Im terrified of flying! What are you terrified of doing? What is Graham terrified of doing? Have a conversation about fear. Give them a writing assignment. Have them work in pairs. Make it real! Make it useful!
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Unit 12 Fine Tuning Your Own English

Though you may be very comfortable with and fluent in English, it is very important that you continually keep an eye on your writing and speaking habits. Sloppy English habits are rampant among people from all backgrounds, sometimes out of laziness and other times out of ignorance. Now, remember your students want to be understood. But once you can understand them, do you stop helping them perfect their language skills? Do you forget about the importance of pronunciation? Of course not. So just because your language has worked for you in the past, dont assume youre perfect in English. Your students will call you on it. Guaranteed. Sometimes the problem with slang or poor grammar is that it is almost like a regional dialect from your country. Sometimes the problem is that it comes across as being either immature or uneducated. Set your standards high for yourself and be sure you are writing and speaking correctly! Well take a look at three problem areas for native English speakers: 1. Commonly confused words 2. Incomplete Sentences 3. Punctuation
This should give you a handle on the most troublesome areas for English speakers, and set you on your way. Lets go!
1. Commonly Confused Words

There, their and theyre
To be fair, the common misuse of these words is a result more often of typos and the writer not concentrating, than of confusion of the meanings. But because the pronunciation of them all is the same, its often difficult for some people to remember which one to use in which situation. there shows placement Ive heard that Brisbane has a great little lagoon in the beach, but Ive never been there. their possessive form of them They took their surfboards along to California. theyre a contraction for they are Theyre not staying in the hotel this week.
Your and You' re

Again, the misuse of these two words often comes not from ignorance, but rather from laziness or not concentrating. Take care to use them correctly! Your a possessive adjective. Dont forget to call your mother! Youre a contraction for You are Youre not going to join us for lunch?
i.e. and e.g.

These are Latin abbreviations. Because so few people study Latin anymore, the meanings and proper use of these two abbreviations seem to be getting lost. Lets clear it up!
i.e. is short for the latin term id est which means that is. You should use i.e. when you want to briefly explain or clarify what you just said or wrote. You must register for our course within two days to qualify for the discount i.e. usually by Wednesday. When you want to give one or more examples of what you are talking about, then use e.g. (exempli gratia) Id love to visit some of the larger cosmopolitan cities in America e.g. Chicago, New York, Los Angeles. These days, many people write eg. and ie. instead of e.g. and i.e. According to grammarians this is becoming acceptable. However, a clear understanding and ability to use them correctly is important!
to, too and two

Two, everyone knows, is the number 2. There are only two people in that band. Too can be used in two (2) ways: 1. As an adverb describing an adjective: too hot, too cold, too big, too small Shes too small to go on the roller coaster. 2. To mean also My sister said she is going to the concert next week, so I think I will go too. To We wont go into all the uses of to here, but if it doesnt mean 2 or also, then you can assume you use to (not two or too). Confused? Nah. Here are some examples of to: I think I would like to go to Asia to teach English to the businessmen at Mitsubishi.
whos and whose

Whose is the possessive form of who (or, occasionally, which). It means "belonging to whom or which." This dog belongs to the lady whose car was towed earlier. Whose computer is this? Who' s is a contraction of who is or who has. An apostrophe replaces the missing letters. Whos (who is) going to order pizza with me? I dont know whos (who is) living in that apartment these days. Whos (who has) been to Ankara? Still confused? Whose indicates belonging, and whos must make sense when its expanded without the apostrophe. Whos coat is this? expand it to: Who is coat is this? and BAM! It doesnt make sense! (If it does make sense, go take a break and try again)
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2. Incomplete Sentences
Okay! A quick quiz to see if you can recognise if these sentences are complete or not. Look carefully at the whole sentence, including the punctuation! 1. 2. 3. 4. 5. I dont want to go to the hospital, I think he doesnt want to see me. He doesnt watch TV very often because he is so busy. Sometimes when the children are playing, their mother studies English; shes really improving! When the sun sets, the whole neighbourhood gets quiet, everyone is settling down. Its cold outside today, take your sweater.
Okay, lets take a look at those sentences again: I dont want to go to the hospital, I think he doesnt want to see me. This is incorrect! Perhaps it looks correct to you, and it absolutely sounds correct if you say it out loud. But here is the rule for a sentence: It must be a complete independent clause. That means subject + verb. For example: I run. He jumped. We went (to the store). The sentence above has two independent clauses: 1. I dont want to go to the hospital 2. I think he doesnt want to see me
You cant just stick two independent clauses together, just like you wouldnt join two bricks without some mortar. (Well, you wouldnt if you wanted a strong house!) So whats the mortar when it comes to the sentence? You can choose!
1. Conjunction Ooooooh, do you remember what conjunctions are? Remember conjoin? FANBOYS?
For And Nor But Or Yet So I dont want to go to the hospital + because + I think he doesnt want to see me.
2. Semi-colon The semi-colon acts like a period but has less power. It makes the reader pause as they are reading, but not completely stop. If you use a semi-colon, the sentences you are joining should really be related to each other.
I dont want to go to the hospital; I think he doesnt want to see me. Aaaaah doesnt that look better? (Yes.) Here are a couple more examples: I looked all over the house for your new street map; I even looked under the fridge! Its time to go; Im tired of waiting. A semi-colon is stronger than a comma (which cannot be used to glue two independent clauses together) but has more flow than a period. Using semi-colons correctly is an easy way to immediately and dramatically improve the quality of your writing!
3. Hyphen / Dash
We use a dash to show a sudden break in thought or to show a sudden change in tone. Take a look at these examples. I failed my English test on Monday, I got a speeding ticket last night and this morning my baby girl got very sick its not my week! The new student looked like a younger version of Robert Redford much to our delight but we didnt get a chance to talk to him. A dash is sometimes used in place of brackets. It is a punctuation mark. A hyphen, on the other hand, is used to join two words. For example: user-friendly ex-wife sad-looking green-eyed Okay, now that youve seen those examples, lets look at the other sentences in the activity you just finished: He doesnt watch TV very often because he is so busy. This sentence is correct because it uses the conjunction because. Sometimes when the children are playing, their mother studies English; shes really improving! This sentence is correct because it uses that beautiful semi-colon! When the sun sets, the whole neighbourhood gets quiet, everyone is settling down.
This sentence is incorrect. There are two independent clauses: 1. When the sun sets, the whole neighbourhood gets quiet. 2. Everyone is settling down. So whats the best way to join them? You decide: When the sun sets, the whole neighbourhood gets quiet because everyone is settling down. When the sun sets, the whole neighbourhood gets quiet; everyone is settling down. When the sun sets, the whole neighbourhood gets quiet everyone is settling down. And the last one: Its cold outside today, take your sweater. This sentence is also incorrect! Which solution do you prefer? Its cold outside today; take your sweater. Its cold outside today so take your sweater. Its cold outside today take your sweater. Start analysing your own English! 8 9 6 % & & ) > % & % & % & *) % & 3) % & 4) > % & % & > % & ) # 0 % & > % & $ / ? ) ) > % & ? P !
( D
3. Punctuation
Weve already dealt with the semi-colon. Well assume you correctly use commas and periods. Just a quick word on question marks and exclamation marks.
Unless you are sitting in an online chatroom and want to express that you just spilt your drink all over your keyboard (for example I just spilled my drink all over my keyboard!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!), remember this: Multiple exclamation marks or question marks are really NOT okay. (!) The expression and power behind your statement should come from your words. Repeated exclamation or question marks not only dulls the effect, but displays an immature writing style.
Congratulations! This is the end of the grammar course. Please submit the answers to the online activities if you have not already done so, and you will be ready to sit the exam. Remember! You must scroll through each unit to reach the activities. Dont worry! It wont take you long. Good luck!
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Teach International Grammar Course Online

Teach International PTY Ltd. 2003/2004

Unit 1 Parts of Speech: Nouns What are Nouns?

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Common and Proper Nouns

Concrete and Abstract nouns

Using Articles to Identify Nouns

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Countable and Uncountable Nouns

Teach International PTY Ltd. 2003/2004

Teach International PTY Ltd. 2003/2004

8 " ) 6 & 6 7 & 6 &

6> ? ? & > ? ?

8 + $ &8 & 8 &8 ( " &8 ,

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Teach International PTY Ltd. 2003/2004

Unit 2 Parts of Speech: Pronouns and Prepositions Pronouns

Teach International PTY Ltd. 2003/2004

Her Him It Us Them

Teach International PTY Ltd. 2003/2004

1. Prepositions of Place: at, in, on

Teach International PTY Ltd. 2003/2004

2. Prepositions of Time: at, in, on,

At precise time at 2:00 at noon at lunchtime at sunset at 10pm at the moment

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Teach International PTY Ltd. 2003/2004

1 " " 6 6 ) " " 6 6 ) > # # !

Teach International PTY Ltd. 2003/2004

6 6 ) " " 6 6 ) " " 6 6 ) " " 6 6 )

my your his her its our their

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black, big, overweight, my, this, that = all adjectives

vacuum cleaner is noisy.

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Adverbs What are they?

Teach International PTY Ltd. 2003/2004

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Teach International PTY Ltd. 2003/2004

Teach International PTY Ltd. 2003/2004

Teach International PTY Ltd. 2003/2004

Unit 4 Parts of Speech: Conjunctions and Interjections Conjunctions

Teach International PTY Ltd. 2003/2004

The Simple Past Tense

The Simple Future Tense

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Teach International PTY Ltd. 2003/2004

The Present Continuous Tense

The Past Continuous Tense

Take a look at these examples:

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Teach International PTY Ltd. 2003/2004

The Future Continuous Tense

Here are some examples:

Teach International PTY Ltd. 2003/2004

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Teach International PTY Ltd. 2003/2004

Teach International PTY Ltd. 2003/2004