Saturday, December 6, 2008

Prepositional Phrase Reference

Prepositional Phrase Reference

Here is a reference sheet of some of the most common prepositional phrases arranged by preposition:

AT
BY
FOR
FROM
UNDER
WITHOUT
at first
at least
at most
at times
at any rate
at last
at the latest
at once
at short notice
at an advantage
at a disadvantage
at risk
at a profit / loss
by accident
by far
by all means
by heart
by chance
by and by
by the way
by the time
by no means
by name
by sight
by now
by then
for now
for instance
for example
for sale
for a while
for the moment
for ages
for a change
for better or worse
from now on
from then on
from bad to worse
from my point of view
from what I understand
from personal experience
under age
under control
under the impression
under guarantee
under the influence of
under obligation
under no obligation
under suspicion
under his thumb
under discussion
under consideration
without fail
without notice
without exception
without someone's consent
without success
without warning

Friday, December 5, 2008

Materi 2

American Numbers and Prices

Remember that in English, we divide prices at the decimal point.

For example: $4.59 four dollars (and) fifty-nine cents
four / fifty nine (long way)
(short way)
(Time is also divided in a similar way: 12:47 is said "twelve / forty-seven")
Americans often say large numbers in "phrases" of two digits.

For example: 267
4381 two hundred sixty-seven
two / sixty seven
four thousand three hundred eighty-one
forty-three / eighty-one (long way)
(short way)
Some people also use two-digit phrasing with telephone numbers:
565-8347 five-six-five // eighty-three / forty-seven
Practice the following prices (both long and short ways) with a partner:
That will be____(price)______
That comes to ____(price)____
$59.65
$27.95
$14.40 $1.79*
$6.75
$77.17 $29.00**
$82.03
$70.50 $425.78
$781.34
$211.54 $231.49
$690.42
$380.18 $3,657.88
$9,405.31
$1,550.15
*Also: a dollar seventy-nine
**Also: twenty-nine (dollars) even

Asking for Information

1. What is this?
2. What is that?
3. What's this?
4. What's that?
5. What are these?
6. What are those?
7. Where is Mr. King?
8. Where is Ms. Knight?
9. Where's Johnny?
10. When's the movie?
11. When's lunch?
12. How is the food? This is a table.
That is a chair.
It's a pen.
It's an apple.
These are pencils.
Those are books.
He is over there.
She's (right) here.
He's in the house.
It's at 9:00.
Lunch is at noon.
It's delicious.


Asking for Directions

1. Excuse me. Is there a grocery store around here?
2. Can you tell me how to get to Phoenix?
3. Where's Tanner's Leather Shop?
4. How do you get to the bank? Yeah. There's one right across the street.
Sorry. I don't live around here.

It's on the corner of Holly and Vine. Next to the library.
Go straight down this street for two blocks. Turn left when you get to Maple Street. Stay on Maple for half a block. It's on the left hand side.


Asking about Place/Location


Where is the bank? It's on Main Street.
It's next to the post office.
It's between the bakery and the barber shop.

It's on the corner of Ninth Street and Pine (Street).
Where's Lagoon?
It's in Davis County, near Kaysville.
It's on I-15, between Farmington and Kaysville.
It's ten miles north of Salt Lake City.


Directions
How do you get to the sporting goods store? (on foot) First, go down State Street until you get to 4th South.
Then, turn left.
Then, go down 4th South for three blocks.
It's on the right side of the street next to Wendy's. (by car) Take State Street to 4th South.
At 4th South, turn left.
Stay on 4th South for about three blocks.
The sporting goods store will be on the right, next to Wendy's.
How do you get to (your house in) Lehi?
Take I-15 south about 20 miles. After you cross the mountain, watch forthe signs to Lehi.
Take the first Lehi exit.When you get off the freeway, make a right turn at the stop sign.
Follow the road (15th East) for five blocks.Make a left turn on Royal Drive.
Continue on Royal Drive until you see the big oak tree.
My house is on the left hand side.
It's a two-story, red brick house with a large front yard.
You can't miss it!


Asking for Favors

1. Can you help me with my math?
2. Could you bring me some coffee?

3. Would you open the car door for me?

4. Could I ask you a favor? Sure. What's the problem?
I'd be glad to. How do you like it?
No problem. It looks like your hands are full.
It depends. What is it?


Asking for Repetition

What did you say your name was?
Did you say Andersen or Henderson?
Is "Cathy" spelled with a C or a K?
And what was your address again?
Sorry, I didn't catch the last part.
I can't hear you very well. It's Cathy Henderson.
Henderson, with an H.
It's C as in Cadillac.
72 West Sunshine Blvd., Suite 501.
Do you want me to repeat it?
Maybe you should turn down the radio.
Buying and Selling

1. May I help you?

2. What can I do for you?

3. Is there something I can help you with? Yes, I'd like to buy these razors.
I'm looking for the cameras.
No, I'm just browsing. Thanks anyway.
How much is this? Okay, that'll be $6.85 with tax.
They're in Aisle Two.
Ok.

It's $4.95.


Closing a Conversation

Before closing
It's been nice talking to you.
Nice talking to you too. (I'm sorry, but) I have to go now.


Closing
Good-bye
Bye.
See you later.
See ya (informal)
Catch you later (informal)


Comparing

1. Which sofa should we buy?

2. I need a new watch.


3. Which runner are you cheering for?
4. I like the blue sweater.

5. How much sugar should I add? This one is larger, but it is also more
expensive.

The Classie is nicer than the Timebox.
That one is less affordable though.
Sammy. He's the fastest.
But Timmy is the most handsome.
I think the red one is better.
but the green one is the best.
Only a little.
That's too much!


Count and Non-count Nouns in Context

Count and Non-count Nouns in Context
Non-count Nouns

I'd like to buy some ____________.
How much do you need?
Let's see. Five ____s* should be enough.
All right. Five____s of ________.
Anything else?
No, that will be all for today.
Count Nouns

I'd like to buy some ___________s.
How many do you need?
Let's see. Five (of them) should be enough.
All right. Five __________s.
Anything else?
No, that will be all for today.


Conversation Starters


General greetings and inquiries

How's it going?
How's everything?
How's life? (This means "How are you?"
not "Where are you going?")

Asking about present activities

What's up?
What's happening? (What are you doing now?)

Asking and telling about recent events

What's new?
Guess what? (What interesting has happened since I last saw you?)
(I want to tell you something. Ask me about it.)
(The appropriate response to this is "What?")
A: Guess what?
A: I just got a new job. B: What?
B: Congratulations!


Bringing up a serious topic

Can I talk to you for a minute?
Do you have a minute?
Got a minute?


Contractions

In speaking, contractions are often used in place of auxiliary verbs such as is, are, am, will, have, has, had, and would.

See the following examples:
Regular

I am British.
He is Chinese.
They are Italians.
There is a man at the door.
Where is the butter?
What is he doing?
Who is that?
She is going to the beach.
We are going to eat now.
They are not ready yet.
I will be back in a minute.
There will be lots of food.
I have seen that movie already.
She has finished her homework.
I had played that game before.
We would be glad to help.
They would like to go now. Contracted
I'm British.
He's Chinese.
They're Italians.
There's a man at the door.
Where's the butter?
What's he doing?
Who's that?
She's going to the beach.
We're going to eat now.
They're not ready yet.
I'll be back in a minute.
There'll be lots of food.
I've seen that movie already.
She's finished her homework.
I'd played that game before.
We'd be glad to help.
They'd like to go now.


Describing

1. What does Martha look like?
2. What else can you tell me?
3. What is George like?
4. Tell me about your new apartment.
5. What did you think of the Himalayas? She's tall, dark and beautiful.
Well, she has long, black hair and blue eyes. She's kind of chubby and wears glasses.

He's funny, cute and really rich. He reminds me of that guy on the Morning Show.
Well, it's pretty small. It only has two rooms and a bathroom. But it's comfortable enough for me.
Well, the view was gorgeous. Of course, it took two days to get there, and the weather was freezing!


Describing a picture

What do you see in the picture?
There is a
There's a
There are some
There're some
Is there a . . . ?
Are there (some) . . . ?

Locations

On the right/left
Near the window By the door
In the box On the chair
Under the table
Actions
The man is _______ ing
The woman is __________ing

Clothing
What is the man/woman wearing?
She/He is wearing a
some

Opinions

What do you think
I think
Tell a Story
Yesterday, Ms. Jones . . .
Use PAST tense


Describing People


Personality and Appearance


1.Tell me about your father.
What kind of person is he?
2. What does he look like?
3. What does your mother look like?
4. How about your little sister?


Clothing

5. What is your brother wearing?
6. What kind of shoes does he have (on)?
7. Is Susan wearing a dress?
8. Anything else?


Description

Well, he's very friendly, smart and funny.

He's young, short and handsome.
He has straight black hair and green eyes.

She's tall, thin and beautiful.
She has blonde hair and wears glasses.

She has curly red hair and a cute smile.
Everybody likes her.


He's wearing light brown pants and an orange t-shirt.

Sneakers, and he's wearing white socks.

No. She's wearing a blue skirt and a yellow blouse.

Yes. She's wearing boots and carrying a purse.


Encouraging Words


Expressing Goodwill



. . .when someone is arriving


Welcome
Welcome back!
Come in.
It's good to meet you.
(first time only)
It's good to see you again.
(after the first time)
. . . when someone is leaving
It's been nice talking with you.
Have a good/nice day.
Have a nice weekend.
Have a nice trip.
Have fun.
Keep in touch.


Encouragement

Good luck!
Good luck on your test.
You can do it!
Do your best.
Do the best you can.
Work hard.
Keep up the good work.
Reassurance
Take it easy.
Don't worry.
That's okay.
It's going to be all right.
Everything will be fine.
No problem.
Responses to good news
Wow!
That's great!
That's wonderful.
That's really good news.
I'm glad/happy to hear that.
Congratulations!
Good for you!
Good job!
Responses to bad news
That's too bad.
That's really sad.
That's terrible!
(for really bad news)
I'm sorry to hear that.
(for sad news)


Expressing Likes and Dislikes
Likes and Dislikes



1. I like fruit.
2. Helen likes sports.
3. Ms. Cramer doesn't like coffee.
4. Tony does not like action movies.
5. Does Terry like swimming?
6. Does Phil like soft drinks?
7. Does Sheila like salad?
8. Do you like Chinese food? What kind?


What kind of sports?

Really? Does she like tea?

Oh. What kind does he like?

Yes, he does.

No, he doesn't.

No, she does not.

Yes, I do.

No, I don't.

A little. Oranges and bananas.

Football and tennis.

Yes, she does.

(He likes) drama


Expressing Posibility

1. We can stay here for the evening.

2. I may be in California next Monday.

3. She might not make it to the wedding.
4. We could go (and) see a movie.
Or we could go out for ice cream. I'd rather not. It's only a few more hours (of driving).
Well, let me know what you decide.
That's too bad. I hope she feels better soon.
That would be fun.


Expressing Thanks



Expressing Thanks


Thanks
Thank you
I appreciate it.

Thanks for the tour.
Thanks for your time.
Thank you for the nice gift.
I appreciate your kindness


Giving Directions

1. Excuse me. Is there a grocery store around here?
2. Can you tell me how to get to Phoenix?
3. Where's Tanner's Leather Shop?
4. How do you get to the bank? Yeah. There's one right across the street.
Sorry. I don't live around here.

It's on the corner of Holly and Vine. Next to the library.
Go straight down this street for two blocks. Turn left when you get to Maple Street. Stay on Maple for half a block. It's on the left hand side.
Giving Information

1. Jeremy is from Ohio.
2. Kelly is a saleswoman.
3. He's a university student.
4. Ronda lives in Texas.
5. I work at a restaurant.
6. I live in Florida.
8. Where are you from?
9. What is your occupation? Oh really? What part of Ohio?

Is that right? What company?
Oh. What university?
Really? What city (in Texas)?
Oh really? Which restaurant?
Oh yeah? Where in Florida?
I'm from Delaware.
I'm a police officer. Columbus.

Microsoft.
Harvard.
Dallas.
Angelo Meroni's
Orlando

Classroom Questions

What is your name? My name is Robert.
You can call me Bob
What is it? That's a pencil.
What is that? It's a desk.
How do you say it in English? Eraser.
How do you spell it? E-R-A-S-E-R
Please say it again. All right.
Please speak more slowly. OK. Listen carefully.
I don't understand. Let me explain.
I'm sorry. That's okay.


Introducing Others

Conversation Practice

These types of introductions involve three people:
A: The introducer (who knows both B and C)
B: Introducee (knows A but not C)
C: Introducee (knows A but not B)
Example,
A: Have you two met each other?
B: No, we haven't.
A: Ben, this is Carol. Carol this is Ben.
(B and C smile and shake hands.)
B: Nice to meet you Carol.
C: Nice to meet you too, Ben.
Follow-up:
After you have been introduced to someone,
it is polite to ask a few general questions* to get acquainted.
For example,
B: Where are you from, Carol?
C: I'm from Connecticut.

B: Connecticut, which part?
C: Hartford, the capital. How about you, Ben?
B: Nebraska--a place called Bellevue. It's near Omaha.
C: How do you know Alan (A)?
B: He is my friend from college.
Practice introducing your friends to each other.
Remember to smile (and use handshakes where appropriate).
* When meeting someone for the first time,
it is not appropriate to ask certain types of questions.
Do NOT ask:
A person's age
Birth date
Salary
Weight


Marital status


You may ask general questions about the situation.
How do you know Alan (the person who introduced us)?
Are you a student at this university?
Is this your first time here?
What do you do for a living?
How long have you been working for (company)?

Helping Students Write a Creative StoryHelping Students Write a Creative Story

Comprehension


1. The Spirit of Spain
Spain looks pretty small on a world map, but this country has produced an extraordinary culture.
All over the world, people have no problem recognizing the music, art, dance, or food that comes from Spain. Spanish culture is unmistakable.
When a person thinks of Spain, the first thing that comes to mind might be flamenco dancing. Passionate and lively, usually performed to the accompaniment of fast guitars, flamenco dancing originated in southern Spain, and it has strong gypsy roots. Bullfighting is another of Spain's most famous attractions, and it is not just for tourists; bullfighting is enormously popular with the Spanish themselves. Thrilling and artistic, a bullfight is a match between a toreador, or bullfighter, and a bull. Bullfighting is one of Spain's long-standing traditions that might seem quite different from the ways of the modern world.
Spain is known as a country of romance, and for good reason. The history of Spain had its starting point not in a war over territory or the discovery of a new continent, but in a marriage. In 1469, Queen Isabella of the Kingdom of Castile married King Ferdinand of the Kingdom of Aragon, joining two of the most powerful Christian kingdoms in what is known as the unification of Spain. This unification began the period of Spanish history that saw three centuries of global exploration, trade, and conquest, carrying the Spanish language and culture all over the world.
No longer one of the world's strongest empires, Spain's political power has declined over the years, but its culture is as inspiring and well known now as ever. The spirit of Spain continues to inspire the world.

1. Which of the following is true about Spain ?

(A) Spain is an extremely large country.
(B) Spain has become a global power in the last fifty years.
(C) Spain spread its power around the world for about 300 years.
(D) Spain does not have much influence anymore.

2. Based on the article, which of the following can be inferred about
Spain ?

(A) Its culture has changed fundamentally over the past three centuries.
(B) Its cultural attractions are diverse.
(C) It has outlawed the controversial activity of bullfighting.
(D) Flamenco is performed before or during bullfights.

3. Flamenco dancing _____.

(A) is a slow dance performed by gypsies
(B) is only performed in the south of Spain
(C) was discovered by the Spanish during their globalexplorations
(D) is an energetic form of dance

4. Which aspect of Spanish culture is NOT mentioned in the article ?

(A) Cuisine
(B) Architecture
(C) Music
(D) Religion

come to mind be remembered

toreador a person, usually a man, who takes part in a bullfight riding a horse




The Beijing Water Cube
The Water Cube is set to make a splash for the 2008 Olympics.
China is no doubt one the most remarkable places in the world today, particularly in terms of its architectural marvels. Its buildings, many of them epic in size and design, range from the ancient to the high-tech and modern. National Geographic Channel's China Special Month is about the stories of the modern-day architectural projects in China that are producing amazing new buildings for the world to enjoy.  
Beijing Water Cube is one of the programs in this series, and it is very much about the modern as opposed to the ancient. The Beijing Water Cube is a building for the Beijing 2008 Olympics. The building, which will be the National Aquatics Center, is indeed in the shape of a cube, but its appearance is far from run-of-the-mill. It is made of a steel honeycomb-like frame covered in a unique skin that is modeled after soap bubbles. Simply put, the effect is that the Water Cube looks like an enormous cube-shaped bundle of bubbles.  
The bubbles are made of a plastic called ETFE, which is also used to protect spaceships from cosmic radiation. One of the advantages of ETFE is that it traps solar energy in the winter and reflects it in the summer, helping to control the building's temperature. 3,500 bubbles had to be cut individually and sized in order to create the honeycomb-like structure. The bubbles are not identical or symmetrical, but seem to be organized randomly, with different shapes and sizes nestled together. Despite its random appearance, however, the soap-bubble structure used in the design has a geometry that's perfect for a high-tech building. Soap bubbles actually always cling together in regular patterns, and the fragile-looking skin of the building's bubbles—the plastic covering is only 1/5 of a millimeter thick! — is entirely safe.
Tune in to Beijing Water Cube to get the full story on this incredible new structure.

1. Which of the following is true about the Beijing Water Cube ?

(A) It is made with a huge number of steel cubes.
(B) It is meant to show Chinese architecture, old and new.
(C) The plastic is put in place around a steel frame.
(D) It was finished during the last Olympics and will be used in the 2008 Olympics.

2. Regarding ETFE, which of the following can NOT be inferred from the article ?

(A) The plastic is extremely thin.
(B) The plastic feels like soap when you touch it.
(C) An astronaut might find ETFE useful.
(D) The plastic helps the building stay cool on hot summer days.

3. According to the article, soap bubbles are a good model for a building because _____.

(A) they are cheap and easy to get
(B) they are transparent
(C) their structure is not as delicate as it seems
(D) they blend in with the environment

4. Which of the following could be another title for the article ?

(A) An Amazing New Building for the Olympics
(B) The Discovery of ETFE
(C) Soap Bubbles Can Be Used for Many Things
(D) The Water Cube Replaces All Older Chinese Buildings

make a splash to become suddenly very successful or very well known

run of the mill ordinary, average







Five Minutes to Midnight
The University of Chicago publishes the Bulletin of the Atomic Scientists, a magazine about topics related to nuclear technology. On the cover of every issue of the magazine, there is a picture of a clock. Since it first appeared, the time on the clock has ranged between 11:43 and 11:58. The time it shows does not indicate the time of day, though. Instead, the time displayed represents how close we are to midnight, a time symbolizing the destruction of mankind.
The idea for the clock came about in 1947, shortly after atomic bombs had been dropped on Japan. Scientists had seen the destructive power of these weapons, and they concluded that nuclear war would be a catastrophe for the entire planet. They created the doomsday clock to show how close humans had come to destroying themselves. The first time it showed was 11:53. After that, the clock has been turned ahead or back based on world events. In 1949, when the Soviet Union tested its first atomic bomb, for example, the clock was turned ahead four minutes, to 11:57. In 1953, with the US and USSR both testing more destructive nuclear weapons within months of each other, it was turned ahead another minute. The clock has never been that close to midnight before or since.
These days, the threat of global nuclear war is much lower. However, scientists have added global warming and other factors like nanotechnology to their calculations of the time for the doomsday clock. As a result, the clock is currently at 11:55, five minutes to midnight. Of the nineteen times the doomsday clock has displayed over the years, this one is the fifth-closest to 12:00. It is a silent warning that global affairs are currently heading towards destruction, and it reminds us to be careful in order to keep time from running out.

1. What first caused scientists to create the doomsday clock?

(A) Russia's first atomic test.
(B) The atomic bomb attack on Japan.
(C) The publication of the Bulletin of the Atomic Scientists.
(D) A worldwide natural disaster.

2. Which event would be most likely to cause the clock's time to be turned ahead?

(A) A major peace treaty being signed by two countries.
(B) The invasion of one powerful nation by another.
(C) One of the important stock markets crashing.
(D) The extinction of an important species of animal.

3. How is the current doomsday clock different from the original clock?

(A) It is based on more than just the problem of nuclear war.
(B) Its time is the closest to 12:00.
(C) Nuclear war is no longer part of its calculations.
(D) Its time is fixed at 11:55 since the threat of nuclear war is gone.

4. The current time on the doomsday clock indicates that the world is _____.

(A) unlikely to experience anything bad any time soon
(B) already certain to be destroyed by mankind
(C) in more danger now than ever before
(D) getting dangerously close to the destruction of human being

catastrophe a sudden event that causes very great trouble or destruction

doomsday the end of the world




Five Minutes to Midnight
The University of Chicago publishes the Bulletin of the Atomic Scientists, a magazine about topics related to nuclear technology. On the cover of every issue of the magazine, there is a picture of a clock. Since it first appeared, the time on the clock has ranged between 11:43 and 11:58. The time it shows does not indicate the time of day, though. Instead, the time displayed represents how close we are to midnight, a time symbolizing the destruction of mankind.
The idea for the clock came about in 1947, shortly after atomic bombs had been dropped on Japan. Scientists had seen the destructive power of these weapons, and they concluded that nuclear war would be a catastrophe for the entire planet. They created the doomsday clock to show how close humans had come to destroying themselves. The first time it showed was 11:53. After that, the clock has been turned ahead or back based on world events. In 1949, when the Soviet Union tested its first atomic bomb, for example, the clock was turned ahead four minutes, to 11:57. In 1953, with the US and USSR both testing more destructive nuclear weapons within months of each other, it was turned ahead another minute. The clock has never been that close to midnight before or since.
These days, the threat of global nuclear war is much lower. However, scientists have added global warming and other factors like nanotechnology to their calculations of the time for the doomsday clock. As a result, the clock is currently at 11:55, five minutes to midnight. Of the nineteen times the doomsday clock has displayed over the years, this one is the fifth-closest to 12:00. It is a silent warning that global affairs are currently heading towards destruction, and it reminds us to be careful in order to keep time from running out.

1. What first caused scientists to create the doomsday clock?

(A) Russia's first atomic test.
(B) The atomic bomb attack on Japan.
(C) The publication of the Bulletin of the Atomic Scientists.
(D) A worldwide natural disaster.

2. Which event would be most likely to cause the clock's time to be turned ahead?

(A) A major peace treaty being signed by two countries.
(B) The invasion of one powerful nation by another.
(C) One of the important stock markets crashing.
(D) The extinction of an important species of animal.

3. How is the current doomsday clock different from the original clock?

(A) It is based on more than just the problem of nuclear war.
(B) Its time is the closest to 12:00.
(C) Nuclear war is no longer part of its calculations.
(D) Its time is fixed at 11:55 since the threat of nuclear war is gone.

4. The current time on the doomsday clock indicates that the world is _____.

(A) unlikely to experience anything bad any time soon
(B) already certain to be destroyed by mankind
(C) in more danger now than ever before
(D) getting dangerously close to the destruction of human being

catastrophe a sudden event that causes very great trouble or destruction

doomsday the end of the world


60 Tons of Paint
If you'd lived in Paris between 1889 and 1930, you would have enjoyed the sight of the world's tallest building. La Tour Eiffel was named after its head contractor, Gustave Eiffel, and was built to commemorate the centennial of the French Revolution. It remained the world's tallest structure until it was surpassed by New York City's 319-meter-high Chrysler Building in 1931.
Today's towers built close to the Eiffel's height are most often used for communication. Television, radio, and cell phone companies depend on such towers to transmit their signals. But the Eiffel Tower was built before radio communication was necessary, and even before the radio was invented.
As one of the world's most famous monuments, the tower has attracted a lot of attention, but not all Parisians welcomed its construction. The French writer Guy De Maupassant supposedly hated the structure, but ate at its restaurant every day. When asked why, he remarked that it was the only place in the city from which he couldn't see the tower. During the years between 1925 and 1930, the tower acted as the world's largest sign, advertising cars for the French company, Citroen. When the German army invaded Paris in 1940, the lift cables were cut as Hitler's men stormed the city. However, German soldiers still climbed all the way to the tower's flagpole in order to fly the swastika.
Modern structures make the Eiffel Tower look small in comparison. Today's architects design populated buildings that surpass 500 meters—nearly double the height of the Eiffel Tower. Even so, the romance continues, and the tower welcomes over 6 million visitors per year. To keep the 118-year-old structure looking fresh, 60 tons of paint are reapplied every 8 years! Through it all, the grand old tower lives on.

1. The Eiffel Tower was constructed to _____.

(A) honor its head contractor, Gustave Eiffel
(B) celebrate the 100th anniversary of the French Revolution
(C) be the tallest structure in the world
(D) compete with New York City's Chrysler Building

2. The tower was not built to be a radio tower because _____.

(A) it wasn't high enough
(B) radios were illegal in France
(C) it was built before the time of radios
(D) radio waves cannot be broadcast from over 300 meters

3. Why were German soldiers forced to climb to the tower's top?

(A) A sudden storm damaged the electrical systems.
(B) They wanted to send radio signals from that height.
(C) Parisians cut the elevator cables.
(D) Parisians were attacking them

commemorate to remember officially

swastika a symbol in the form of a cross with each of its arms bent at a 90° (degree) angle half way along, used in the 20th century as the symbol of the Nazi party




The Beijing Water Cube
The Water Cube is set to make a splash for the 2008 Olympics.
China is no doubt one the most remarkable places in the world today, particularly in terms of its architectural marvels. Its buildings, many of them epic in size and design, range from the ancient to the high-tech and modern. National Geographic Channel's China Special Month is about the stories of the modern-day architectural projects in China that are producing amazing new buildings for the world to enjoy.  
Beijing Water Cube is one of the programs in this series, and it is very much about the modern as opposed to the ancient. The Beijing Water Cube is a building for the Beijing 2008 Olympics. The building, which will be the National Aquatics Center, is indeed in the shape of a cube, but its appearance is far from run-of-the-mill. It is made of a steel honeycomb-like frame covered in a unique skin that is modeled after soap bubbles. Simply put, the effect is that the Water Cube looks like an enormous cube-shaped bundle of bubbles.  
The bubbles are made of a plastic called ETFE, which is also used to protect spaceships from cosmic radiation. One of the advantages of ETFE is that it traps solar energy in the winter and reflects it in the summer, helping to control the building's temperature. 3,500 bubbles had to be cut individually and sized in order to create the honeycomb-like structure. The bubbles are not identical or symmetrical, but seem to be organized randomly, with different shapes and sizes nestled together. Despite its random appearance, however, the soap-bubble structure used in the design has a geometry that's perfect for a high-tech building. Soap bubbles actually always cling together in regular patterns, and the fragile-looking skin of the building's bubbles—the plastic covering is only 1/5 of a millimeter thick! — is entirely safe.
Tune in to Beijing Water Cube to get the full story on this incredible new structure.

1. Which of the following is true about the Beijing Water Cube ?

(A) It is made with a huge number of steel cubes.
(B) It is meant to show Chinese architecture, old and new.
(C) The plastic is put in place around a steel frame.
(D) It was finished during the last Olympics and will be used in the 2008 Olympics.

2. Regarding ETFE, which of the following can NOT be inferred from the article ?

(A) The plastic is extremely thin.
(B) The plastic feels like soap when you touch it.
(C) An astronaut might find ETFE useful.
(D) The plastic helps the building stay cool on hot summer days.

3. According to the article, soap bubbles are a good model for a building because _____.

(A) they are cheap and easy to get
(B) they are transparent
(C) their structure is not as delicate as it seems
(D) they blend in with the environment

4. Which of the following could be another title for the article ?

(A) An Amazing New Building for the Olympics
(B) The Discovery of ETFE
(C) Soap Bubbles Can Be Used for Many Things
(D) The Water Cube Replaces All Older Chinese Buildings

make a splash to become suddenly very successful or very well known

run of the mill ordinary, average




The Virgin Queen
Like many historical figures that keep people fascinated, Elizabeth I remains somewhat enigmatic. No one knows the whole truth about the personal aspects of Elizabeth's story. Of course, these things are difficult to know from a historical distance, but even in her own time, her success, power, and mystery were legendary.
Elizabeth became Queen of England when she was only 25 years old. Probably the most talked about aspect of her rule remains her romantic life. Elizabeth was an effective and impressive young queen, but she never married. Much has been made of this fact, and even today, people speculate and disagree about her reasons for remaining "The Virgin Queen." This is so partly because she never offered a complete explanation herself and partly because she displayed an intriguing mix of intelligence and reserve that still keeps people wondering what she was thinking.
Elizabeth undoubtedly had accomplishments outside of her private life which have cemented her place in history. One of the most significant is her role in the establishment of the Protestant Church in England. For reasons both personal and political, she sided with the general feelings of the people and moved to separate the Church in England from the authority of the Pope. Elizabeth is seen as having led England into a "golden age," a time that saw England rise to a place of unprecedented global importance. It was a time when England produced renowned playwrights, most notably Shakespeare, and several famous adventurers. As we can see from the recent release of the Hollywood movie on the subject, the story of Elizabeth I has not lost its appeal.

1. Which of the following is TRUE of Elizabeth I?

(A) She established the Church of England when she was only 25.
(B) She was intelligent and said whatever was on her mind.
(C) She was credited with contributing to a very prosperous time for England.
(D) She had Shakespeare produce many plays for her.

2. According to the article, what can we infer about Elizabeth's love life?

(A) It was more important than the rest of the things she did.
(B) It is not clear why she never married, and this keeps people interested.
(C) While she was successful as a queen, she was a failure with men.
(D) It's the main reason why she wanted to abolish the Church.

3. The people of England probably _____.

(A) had no interest in religion at all
(B) thought the Church should be led by the Pope
(C) didn't care about Elizabeth's religious preference
(D) were pleased with Elizabeth's decision about the Church

enigmatic mysterious and impossible to understand completely

unprecedented never having happened or existed in the past

Tuesday, December 2, 2008

What is Grammar?

What is Grammar?

Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules*. If we use the word "rules", we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences. No commonly-spoken language is fixed. All languages change over time. What we call "grammar" is simply a reflection of a language at a particular time.

Do we need to study grammar to learn a language? The short answer is "no". Very many people in the world speak their own, native language without having studied its grammar. Children start to speak before they even know the word "grammar". But if you are serious about learning a foreign language, the long answer is "yes, grammar can help you to learn a language more quickly and more efficiently." It's important to think of grammar as something that can help you, like a friend. When you understand the grammar (or system) of a language, you can understand many things yourself, without having to ask a teacher or look in a book.

So think of grammar as something good, something positive, something that you can use to find your way - like a signpost or a map.

• Except invented languages like Esperanto. And if Esperanto were widely spoken, its rules would soon be very different.

English Parts of Speech

Some grammar books categorize English into 9 or 10 parts of speech. At English Club, we use the traditional categorization of 8 parts of speech (see Table for more details).
There are thousands of words in any language. But not all words have the same job. For example, some words express "action". Other words express a "thing". Other words "join" one word to another word. These are the "building blocks" of the language. Think of them like the parts of a house. When we want to build a house, we use concrete to make the foundations or base. We use bricks to make the walls. We use window frames to make the windows, and door frames to make the doorways. And we use cement to join them all together. Each part of the house has its own job. And when we want to build a sentence, we use the different types of word. Each type of word has its own job.

We can categorize English words into 8 basic types or classes. These classes are called "parts of speech".

It's quite important to recognize parts of speech. This helps you to analyze sentences and understand them. It also helps you to construct good sentences.

In this lesson, we have an overview of the eight parts of speech, followed by a quiz to check your understanding:
Parts of Speech Table
Parts of Speech Examples
Words with More than One Job
Parts of Speech Quiz

Parts of Speech Table

This is a summary of the 8 parts of speech*. You can find more detail if you click on each part of speech.
part of speech function or "job" example words example sentences
*Verb action or state (to) be, have, do, like, work, sing, can, must EnglishClub.com is a web site. I like EnglishClub.com.

*Noun thing or person pen, dog, work, music, town, London, teacher,
John This is my dog. He lives in my house. We live in London.

Adjective describes a noun a/an, the, 69, some, good, big, red, well, interesting My dog is big. I like big dogs.

Adverb describes a verb, adjective or adverb quickly, silently, well, badly, very, really My dog eats quickly. When he is very hungry, he eats really quickly.
Pronoun replaces a noun I, you, he, she, some Tara is Indian. She is beautiful.
Preposition links a noun to another word to, at, after, on, but We went to school on Monday.
Conjunction joins clauses or sentences or words and, but, when I like dogs and I like cats. I like cats and dogs. I like dogs but I don't like cats.
Interjection short exclamation, sometimes inserted into a sentence oh!, ouch!, hi!, well Ouch! That hurts! Hi! How are you? Well, I don't know.


* Some grammar sources categorize English into 9 or 10 parts of speech. At EnglishClub.com, we use the traditional categorization of 8 parts of speech. Examples of other categorizations are:
Verbs may be treated as two different parts of speech:
Lexical Verbs (work, like, run)

Auxiliary Verbs (be, have, must)
Determiners may be treated as a separate part of speech, instead of being categorized under Adjectives

Parts of Speech Examples

Here are some sentences made with different English parts of speech:verb
Stop!
noun verb
John works.
noun verb verb
John is working.


pronoun verb noun
She loves animals.

noun verb adjective noun
Animals like kind people.


noun verb noun adverb
Tara speaks English well.

noun verb adjective noun
Tara speaks good English.


pronoun verb preposition adjective noun adverb
She ran to the station quickly.

pron. verb adj. noun conjunction pron. verb pron.
She likes big snakes but I hate them.


Here is a sentence that contains every part of speech:
interjection pron. conj. adj. noun verb prep. noun adverb
Well, she and young John walk to school slowly.\


Words with More than One Job

Many words in English can have more than one job, or be more than one part of speech. For example, "work" can be a verb and a noun; "but" can be a conjunction and a preposition; "well" can be an adjective, an adverb and an interjection. In addition, many nouns can act as adjectives.

To analyze the part of speech, ask yourself: "What job is this word doing in this sentence?"

In the table below you can see a few examples. Of course, there are more, even for some of the words in the table. In fact, if you look in a good dictionary you will see that the word but has six jobs to do:
*verb, noun, adverb, pronoun, preposition and conjuction!word part of speech example
work noun My work is easy.
verb I work in London.
but conjunction John came but Mary didn't come.
preposition Everyone came but Mary.
well adjective Are you well?
adverb She speaks well.
interjection Well! That's expensive!
afternoon noun We ate in the afternoon.
noun acting as adjective We had afternoon tea.

English Grammar Terms

English Grammar

Welcome to English Club English Grammar for ESL learners. Many of these grammar lessons also have quizzes to check your understanding. If you still don't understand something, feel free to ask a question at the Grammar Help Desk.

grammar (noun): the structure and system of a language, or of languages in general, usually considered to consist of syntax and morphology.Hot Links
Verbs
Passive voice
Modal verbs
Conditionals
Questions
Irregular verbs
Going to
Gerunds
Phrasal Verbs
Tenses

Nouns
(Un)Countable nouns

Adjectives
Articles

Preposition List

What is Grammar?

English Grammar Terms

The 8 English Parts of Speech
These are the words that you use to make a sentence.
There are only 8 types of word - and the most important is the Verb!

Verbs be, have, do, work
Nouns man, town, music Adjectives a, the, 69, big
Adverbs loudly, well, often
Pronouns you, ours, some
Prepositions at, in, on, from
Conjunctions and, but, though
Interjections ah, dear, er, um

Glossary of English Grammar Terms

Glossary of English Grammar Terms

Active Voice
In the active voice, the subject of the verb does the action (eg They killed the President). See also Passive Voice.

Adjective
A word like big, red, easy, French etc. An adjective describes a noun or pronoun.

Adverb
A word like slowly, quietly, well, often etc. An adverb modifies a verb.

Article
The "indefinite" articles are a and an. The "definite article" is the.

Auxiliary Verb
A verb that is used with a main verb. Be, do and have are auxiliary verbs. Can, may, must etc are modal auxiliary verbs.

Clause
A group of words containing a subject and its verb (for example: It was late when he arrived).

Conjunction
A word used to connect words, phrases and clauses (for example: and, but, if).

Infinitive
The basic form of a verb as in to work or work.

Interjection
An exclamation inserted into an utterance without grammatical connection (for example: oh!, ah!, ouch!, well!).

Modal Verb
An auxiliary verb like can, may, must etc that modifies the main verb and expresses possibility, probability etc. It is also called "modal auxiliary verb".






Noun
A word like table, dog, teacher, America etc. A noun is the name of an object, concept, person or place. A "concrete noun" is something you can see or touch like a person or car. An "abstract noun" is something that you cannot see or touch like a decision or happiness. A "countable noun" is something that you can count (for example: bottle, song, dollar). An "uncountable noun" is something that you cannot count (for example: water, music, money).

Object
In the active voice, a noun or its equivalent that receives the action of the verb. In the passive voice, a noun or its equivalent that does the action of the verb.

Participle
The -ing and -ed forms of verbs. The -ing form is called the "present participle". The -ed form is called the "past participle" (for irregular verbs, this is column 3).

Part Of Speech
One of the eight classes of word in English - noun, verb, adjective, adverb, pronoun, preposition, conjunction and interjection.

Passive Voice
In the passive voice, the subject receives the action of the verb (eg The President was killed). See also Active Voice.

Phrase
A group of words not containing a subject and its verb (eg on the table, the girl in a red dress).

Predicate
Each sentence contains (or implies) two parts: a subject and a predicate. The predicate is what is said about the subject.

Preposition
A word like at, to, in, over etc. Prepositions usually come before a noun and give information about things like time, place and direction.


Pronoun
A word like I, me, you, he, him, it etc. A pronoun replaces a noun.





Sentence
A group of words that express a thought. A sentence conveys a statement, question, exclamation or command. A sentence contains or implies a subject and a predicate. In simple terms, a sentence must contain a verb and (usually) a subject. A sentence starts with a capital letter and ends with a full stop (.), question mark (?) or exclamation mark (!).

Subject
Every sentence contains (or implies) two parts: a subject and a predicate. The subject is the main noun (or equivalent) in a sentence about which something is said.

Tense
The form of a verb that shows us when the action or state happens (past, present or future). Note that the name of a tense is not always a guide to when the action happens. The "present continuous tense", for example, can be used to talk about the present or the future.

Verb
A word like (to) work, (to) love, (to) begin. A verb describes an action or state.

Monday, December 1, 2008

Reading: Sport Idiom

Sports Idioms


Have you ever read an article in Newsweek or Time magazine? If you have, I am sure that you noticed what an important role sporting events play in the creation of idiomatic language in American English. It is quite common to read statements like, "President Clinton informed reporters that he felt his environmental program was in the home stretch and that he had hit a home run with his appointment of Mr. X as the ambassador to Y". This language can confuse speakers of English as a second language. Therefore, this feature concerns such language because of the importance it plays in everyday usage in both spoken, and written English in the United States.

Below is a fictional conversation chock full of (idiom=containing many examples of) idioms taken from sporting events. In the repeat of the conversation the idioms are highlighted and explained.

Closing a Deal
(In a typical office somewhere in New York)
Bob: Well, is Trevisos going to play ball or are we going to strike out on this deal?
Pete: The latest locker talk is that our game plan is a real contender for the contract.
Bob: Yeah, the other team has two strikes against it after they fumbled last week.
Pete: They had a great chance of scoring but I think Trevisos thought they weren't up to scratch on some of the details.
Bob: They pretty much put themselves into a no win situation by stalling for time on the figures from Smith's and Co. If we can get to home at the next meeting I think that we should be able to take the ball and run.
Pete: If our numbers are right, we should be able to call the shots from here.
Bob: We just need to jockey ourselves into position to close the deal.
Pete: Make sure that you take along your team players next week. I want to be sure that everyone is playing with a full deck and that everyone can field any question asked.
Bob. I'll take Shirley and Harry along. They are no second stringers, they can present the ballpark figures and then I will bring it on home.
Pete: Great, good luck with the pitch!


It seems almost impossible to understand if you don't understand sports idioms! However, these and other idioms are common in daily usage. It is well worth your time to learn these idioms, especially if you work or live with Americans. Now, let me help you with the above passage. Each idiom is explained in its sports context, and in its idiomatic usage in everyday language.

Bob: Well, is Trevisos going to play ball (baseball-play a game, idiom-do business with) or are we going to strike out (baseball-go out, idiom-fail) on this deal (idiom-contract)?
Pete: The latest locker talk (general sports-talk among the players, idiom-gossip, rumors) is that our game plan (American football-plan which plays to make, idiom-plan of action) is a real contender (boxing- very possible winner, idiom-person with a good chance of success) for the contract.
Bob: Yeah, the other team has two strikes against it (baseball-one step from going out or loosing, idiom-close to not succeeding) after they fumbled (American football-lose possession of the ball, idiom-make a serious mistake) last week.
Pete: They had a great chance of scoring (any sport-to make a point, idiom-to succeed) but I think Trevisos thought they weren't up to scratch (horseracing-not capable of winning, idiom-not having the right qualities) on some of the details.
Bob: They pretty much put themselves into a no-win situation (baseball-impossible to win, idiom-impossible to succeed) by stalling for time (American football-to delay the game, idiom-to delay information or a decision) on the figures from Smith's and Co. If we can get to home (baseball-score a run, idiom-complete the desired action) at the next meeting I think that we should be able to take the ball and run (American football-continue to go forward, usually a long distance, idiom-continue in the right direction).
Pete: If our numbers are right, we should be able to call the shots (basketball-to decide who shoots, idiom-to make the decisions) from here.
Bob: We just need to jockey ourselves into position (horseracing-put yourself into a good position to win the race, idiom-to move into position to succeed) to close the deal.
Pete: Make sure that you take along your team players (general sports-players who work together with other players, idiom-people who work together with other staff) next week. I want to be sure that everyone is playing with a full deck (cards-having all the necessary cards, idiom-having the correct mental abilities, not stupid) and that everyone can field (baseball-to stop a hit ball, idiom-to handle or deal with) any question asked.
Bob. I'll take Shirley and Harry along. They are no second stringers (team sports-second class members of the team, idiom-less important workers), they can present the ballpark figures (baseball-the place where the game is played idiom-general financial numbers) and then I will bring it on home (baseball-to score a run, idiom-to finish with success)
Pete: Great, good luck with the pitch (baseball-to throw the ball to the batter, idiom-to present the subject)!


I hope this lesson in idiomatic sports language has been useful. As an American, I would like to emphasize how important this language is for the comprehension of American speakers.