Do you learn WITH Emma or BY Emma? Both "by" and "with" can explain how we do something. But if you don't know which to use, don't worry... you will by the end of this video! I'll show you the key grammatical differences between these words, as well as what sentence structure to use with each, so that you can use 'by' and 'with' correctly in your spoken and written English. Once you understand the difference, I don't think you'll confuse them ever again! Test yourself at http://www.engvid.com/learn-english-by-or-with/ after the lesson to see if you can get 10/10! TRANSCRIPT Hello. My name is Emma, and in today's video I am going to answer your questions on: What is the difference between "by" and "with"? Many students make mistakes with "by" and "with", so in today's lesson I'm hoping to help you with this so you won't make so many mistakes and you'll understand: What are the differences between these two words? Okay, so to start with I have here some questions. I want you to think: Which ones are correct and which ones are not correct? I also want you to think which sentences... Why are they correct? Okay? So, why are they correct and why are they incorrect? So my first sentence: "I learn English by watching engVid." Compare this to: "I learn English with watching engVid." Which one do you think is the correct form? Do we use "by" or do we use "with"? Okay. If you said: "I learn English by watching engVid." you are correct. Okay? And I will explain why in the next part of this video. So: "I learn English with watching engVid." no, we don't use that. Okay, so what about the next two? "I write with a pen.", "I write by a pen." Which one do you think is the correct sentence, and which one is incorrect and why? Okay, if you said: "I write with a pen." you are correct. In this case this is the correct one. And: "I write by a pen." this is-enh-incorrect. So, before we talk about some of the differences, let's talk about the similarities. How are "by" and "with" the same? Well, they both answer the question: How? Okay? So they're both the answer to the question: How? How do you learn English? I learn English by watching engVid. I learn English by reading my dictionary every night. That's probably not a good idea, but I learn English by talking to people. Okay? So that's answering how you do something. Similarly with "with", it also answers the question: How? How do you write? Well, I write with a pen. How do you eat dinner? I eat dinner with a fork. Okay? Or I eat dinner with chopsticks. So they both answer the same question: How? But they are a little bit different, so let's look at these differences now. Okay, so let's look at some example sentences with "by". "I turn on the computer by pushing the on button." Okay? So this is, again, answering the question: How? How do you turn on the computer? Well, I turn on the computer by pushing the on button. I want you to take a moment to look at this sentence. What comes after "by"? We have here "pushing". "Pushing" is a verb. Okay? So I'm just going to underline this. So we often use... After "by" we often have a verb when we're explaining how something is done. Let's look at another example. "I keep healthy by exercising." So, again, after "by" you'll notice we have a verb: "exercise". Okay? In this case it's "exercising". So, one of the first things to notice is after "by" we often have a verb. I have here: "by verb", but that's not all. If you look at the verb, what form is the verb in? Well, take a moment. What do "pushing" and "exercising" have in common? They both end in "ing", so I'm going to write here: "ing". Okay? So we use "by", after "by" comes a verb, and then comes "ing". You know: How do you keep clean? I keep clean by showering. How do you study? I study by... Well, not hanging out with my friends, that would be terrible for studying. I study by reading over my notes. Okay? So after "by" we have the verb and "ing". So let's do one together. "I learned karate (or karate) by _________ YouTube." What do you think the verb would be? We could say: "by watch". Is that right? "...by watch YouTube"? No, we need the "ing", perfect. "I learned karate by watching YouTube." Okay? So, again, this is very useful because any time you're explaining how, if you have a verb and "by" then you can explain how you do something. Okay, now let's look at some of... Some more differences between "with" and "by". So before I begin teaching you more about "by" and "with", I just want to say that these are the general rules, and there are always times in English when rules are broken or when there are exceptions. Okay? And so these are the most basic of the rules with "by" and "with". Okay, so now let's look at when we're talking about a noun. We've just talked about using "by" with a verb ending in "ing" to answer how to do something. Well, we can also talk about how... When... By using a noun.
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http://www.engvid.com/ Want to know a simple trick that will help you sound more academic in your speaking? This tip can also help you begin writing the introduction to your TOEFL and IELTS essays. In this video, I will teach you the importance of showing the opposing viewpoint in writing and speech. You will learn how to use words like "although", "even though", "despite", "in spite of", and "nevertheless". These words help you effectively introduce opposing ideas or facts in speech and writing. Despite it sounding complicated and fancy, it is quite easy to learn! You can practice your new English skills by doing our quiz at the end of the lesson. http://www.engvid.com/how-to-express-opposing-ideas-in-english/ TRANSCRIPT Hello. My name is Emma, and in today's video, I am going to teach you a very good and useful trick on how to write essays, how to sound better when you speak, how to do better in presentations. This tip is very useful if you are taking the TOEFL or the IELTS, or if you are studying in college, university, or high school. Okay? So it's a very, very useful trick. This trick is called... Well, I'm calling it: "How to Start Right". Okay? So I'm going to teach you a great way to start, either in your essays or in your speech. Oftentimes, if you're taking the TOEFL or the IELTS, you're going to be asked to give your opinion on something. Okay? In general life, you might have to give your opinion on something. Maybe somebody wants to know: what do you prefer? Do you prefer going to a restaurant, or do you prefer eating at home? What's better? Okay? When you give your opinion, it's a very good idea to start by saying what is good about the opposite opinion. Okay? So, example: if I love restaurants, I want to eat at a restaurant, instead of just saying: "I love restaurants." A better way to start this is by saying the opposite, the good part of the opposite. So, how can I do this? Well, I can say something like: "Although some people love eating at home, I prefer eating at a restaurant." Okay? Another example. Imagine somebody wants to know if I like cats better or dogs better. What is the better animal? Well, maybe if I like dogs better, I would say: "Although some people prefer cats, I prefer dogs.", "Although some people prefer to live in cold countries, I prefer warm countries." So, you can use this in essays, in speaking, in so many different ways. It's always a good idea to start with the opposite of what you believe, a good point of the opposite, and then to say your opinion. Okay? So, I want you to try this. Okay? I'm going to give you a question, and I want you to use this formula. What do you prefer, waking up early or waking up late? Okay? So: "Although some people prefer waking up..., I prefer waking up..." and here you would say either "early" or "late". Okay? So, I've used this word "although". "Although" is to show this contrast. Okay? It's a very, very great word, useful word when you're writing essays or speaking in a formal setting. Something that has the same meaning as "although" is "even though". Okay? So very similar. "Even though". And we can use the same formula. Okay? If I ask you: "Would you rather go to a beach or go skiing?" You can say: "Even though some people love going to beaches, I prefer skiing.", "Even though skiing is a lot of fun, I'd rather go to the beach." Okay? So, again, you're offering the opposite idea first, and then your idea. Great for TOEFL and IELTS speaking. Okay, so let's look at these sentence structures a little bit closer. So, I have here my words: "Although", "even though". What follows is a subject. A subject can be words like: "some people", can be "he", "she", "we", "the teacher". Okay? So, the subject is pretty much a noun. "Although Canada", okay? "Although Canada", "Even though Canada..." Now you need a verb. "Even though Canada", can use the verb "is". "Even though Canada is a good country", okay, if I was writing now, I would put a comma. "Even though Canada is a good country, Canada has problems." So what I'm trying to get at here is that if you use "although", you will have two parts of a sentence. You will have part one before the comma, which has a subject and a verb; and then you will have a second part, part two with a subject and a verb. Okay? So let me give you one more example. "Although learning English is fun, many students find it difficult." Okay? "Although some people like learning English, I prefer learning French." Okay? Just some examples of these types of ideas. So let's look at a couple more expressions to help you show the opposite view. Okay, so let's look at some more words that you can use to show the opposing side. Okay? We can use the word "despite". "Despite" is very similar to "although" and "even though".
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Do you know the difference between "he is nice" and "he is being nice"? This small change makes a huge difference! In this video, you'll learn how "be" and "being" can either express an overall personality, or a current behavior. The English language is full of small changes which can alter the meaning of a sentence completely. But don't worry! I'll explain how 'be' and 'being' differ from each other, and will teach you to use them correctly. You'll have a chance to see many example sentences, and we'll do some practice exercises together. By the time you finish this easy lesson, I'm sure you'll be able to score 100% on the quiz at http://www.engvid.com/describing-people-in-english-be-or-being/ Hi there. My name is Emma, and in today's video I am going to teach you the difference between "be" and "being" when we are talking about people. Okay? So, I'm going to show you some sentences. The first one: "The boy is naughty." So "naughty" is like a bad boy. And the second one: "The boy is being naughty." What is the difference in this...? These two sentences? What is...? Like, just looking at the grammar, what is something that you notice? Well, you probably notice this is the only thing that's different. "The boy is naughty.", "The boy is being naughty." Okay? Now, one of these has to do with behaviour. The other one has to do with personality. Okay? So, if we look at: "The boy is naughty." what we really are saying is the boy is usually bad. It's a part of his personality. It's his feelings. He's... He's a bad boy, it's who he is. He's a naughty boy. That's a little bit different than: "The boy is being naughty." In this case, we're just looking at a behaviour or an action. The boy is usually a good boy, maybe. Maybe he... You know, he usually does what his parents tell him to, he listens to his teachers, he's a good boy, but that one day he is acting a certain way, his actions are naughty, his behaviour is naughty. The boy is being naughty. So, again, the difference is this is more about the boy... It's his personality type, and this is usually a temporary behaviour. Okay? It's not forever; it's just right now he's acting that way, but it's not who he is. So let's look at some other examples. "You are rude." Okay? Not you personally, but just an example. "You are rude." "Rude", for those of you who don't know, means not polite. So a person who's not polite is a rude person. Okay? If I say: "You are rude." I'm saying it's your personality. You're usually rude. You're a very rude person. It means this is who you are. Now, compare that to: "You are being rude." In this case, you're not usually a rude person; you're quite a polite person, maybe. But in this situation, your behaviour in this moment is rude. Okay? So, again, this is who you are; and this is your behaviour in a specific situation. So I'll give you an example. Okay? You know, I know someone who is always... Well, no, I don't actually know somebody. But imagine if there's somebody who's always picking their nose. We could say: "Ugh, that guy's rude. He's so rude." But if he, I guess does it once... Okay? If it's just a behaviour that happens only one time, you could say: "He's being rude." He's not always rude; it's just this one time. Here's another example: "He is a smartass." Versus: "He is being a smartass." A smartass is a person who tries to be funny, but they do it in kind of a not nice way. So it's almost like not-nice funny. So if you think about when you were a kid, maybe there were some smartasses in your class, those were the kids who always said things that made the teacher very angry. Okay? So those people are smartassess, they purposely try to make people angry. So if you say: "He is a smartass." it just means that's his character. He's usually this way, this is how he is. If you say: "He is being a smartass." it means maybe just this one time. It's his behaviour in this moment, but it's not usual for him. It's just right now. So let's do some work on this together, let's do some examples together. Okay, so now let's do some examples together. The first sentence I have: "I was careful when I drove." So when I drive a car, I'm careful. "I was careful when I drove." And again, "was" is the past tense for "be". Okay, so this is something I usually do, I'm a careful person, I drive very carefully. I want you to imagine this: Imagine if I'm not usually careful, but I see a police officer close to me. Okay? Maybe that might change the way I drive. So now I have a behaviour. How can I make this into a behaviour or an action that's not always true? If you said we can add something, you are right. What are we going to add? We're going to add "being", that "I was being careful when I drove." Let's look at the next one: "Jack is stupid." Jack is a stupid person. I'm sorry if any of you are named Jack, I don't mean you; this is just an example.
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Taking the IELTS soon? Watch this simple lesson to learn what happens in the listening section of the IELTS. I will explain what you need to know about the test, so that you will be prepared and confident on your test day. Take the quiz here www.engvid.com/ielts-listening/ and don't forget to check out http://www.goodluckielts.com/ ! TRANSCRIPT Hello. My name is Emma, and in today's lesson, I am going to tell you about the IELTS test -- specifically the listening module. Okay? I'm going to tell you exactly what happens in the listening module of the IELTS. All right? Now, it's very important to know what will happen because if you know what's going to happen, you will feel less nervous, and you will do better on the exam. So let's get started. The first part of the IELTS, of the whole test, is the listening. So on test day, you will go in; you'll be all ready, ready to go. And I know you're going to do well. And the very first section is the listening, okay? Followed by the reading and then the writing. So listening first. The listening section is 30 minutes of four sections, plus 10 minutes to transfer your answers from one sheet of paper to another sheet of paper. So in total, 40 minutes. Now, the IELTS test has two different streams. Some people do the academic; some people do the general. Usually, for immigration, you might do the general. For university or college -- if you want to go to university or college in Canada or England, you would do the academic. Now, the thing is that for the general and the academic, the listening is the same. So you're going to be doing the same test whether it's academic or general, same listening. Now, this is also important. This is actually, maybe, a very key point. One of the difficulties of doing the listening of the IELTS is the tape is only played one time. Okay? You will only listen to it once. Now, a lot of the times in English class, you get to re-listen to something, maybe two or three times. In this test, one time. So you've really got to listen carefully because you will only hear it once. You also will have extra time at the end of each section to check your answers and to look ahead to the next set of questions. Very important to do this. All right. So how many sections are in listening? There is a total of four sections. Each section has ten questions, okay? For a total of 40 questions. Now, one thing to know is that the questions usually start out easier, and then as the test goes on, and the listening goes on, it gets harder and harder. So the first part is the easiest, and then it gets a little bit more difficult, more difficult, more difficult. But it's all possible. You can do it. All right. Let me tell you about Section 1. The first section of the listening module, you'll be listening to two speakers having either a conversation or, maybe, some sort of transaction. Maybe somebody is buying something. So either a conversation or a transaction. And this tests you on survival English. So it's basic English. English such as numbers, names -- so it's the survival English part. Okay? Section 2 is a little more difficult than Section 1. There's going to be one speaker talking. Now, what are they going to be talking about? They'll talk about some sort of general topic, not academic, something very general. And again, it's going to be something that you would probably hear if you lived in Canada or if you lived in England, all right? The third section, you're going to be hearing anywhere from two speakers, three speakers, or four speakers. What are they going to be talking about? They're going to be having a conversation in an academic situation. This is where it gets a little bit more challenging because it's easier to listen to one speaker or two speakers than four speakers. Okay? It's very important that at this point, to be able to know who -- to recognize each person's voice. Okay? How many individuals and what is each person saying. Section 4 is just one speaker. It might be a professor, and they are talking -- giving an academic lecture. Okay? They might be talking about Einstein's life or the life of a mole. Okay? So it's a scientific or academic lecture. So these two, survival English; these two, academic English, okay? Another important thing to know about the IELTS is it's testing you on British English. So as a result, practice listening to British speakers, Canadian speakers too, Australian -- it's not testing you on American English, but British English. So you will hear mainly British accents. You might hear some Australian accents, New Zealand accents, Canada accents, but mainly British accents. All right?
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How to get a high score on the IELTS Reading. In this video, I am going to give you ten important tips that will help you succeed on the reading module of the IELTS. Prepare yourself for test day by watching this class and taking my quiz at the end. http://www.engvid.com/ielts-reading-top-10-tips/ http://www.goodluckielts.com/ TRANSCRIPT Hello. My name is Emma, and in today's video, we are going to talk about the reading module of the IELTS. I'm going to tell you some of my top IELTS reading tips. So let's get started. During the reading module of the IELTS, there will be three passages that you read, and for each passage, there are a bunch of questions you have to answer. The first tip I have for you is: don't spend too much time reading the passages. What happens to a lot of students is they read word-for-word everything. They see a word they don't know, they keep trying to understand the meaning. You don't have to understand everything to understand the passage. If you don't know a word, that's fine. The better thing to do than to slowly read is to use skills such as skimming which means you quickly read for the main idea or scanning, meaning you look for key words or you look for specific detail. A lot of students, what they do for the IELTS is they will actually read the questions first, and then they will read the passage. And that way, they... They know what they're looking for. You don't have to do this; it's one technique. Some students find this a lot easier, other students like to read the passage first and then answer the questions. I recommend trying both out. First do the reading, then the questions, then try to read the questions first and read the passage and see what you like better, what you're more comfortable doing. So the key thing here is: don't read slowly. It's a timed test, you have three parts you have to get through, 40 questions; it's very important that you read quickly. You can start practicing reading quickly also. There are a number of resources out there where you can actually start practicing. And time yourself when you practice, make sure you're not going over time. Number two, similar to number one, my tip is: don't spend too long on each question. Some of the questions are difficult-they're possible, you can do well on them-but some of them, you might be reading and you might think: "Oh, I don't know what the answer is," and you might look at it, and think, and try, and try, and try. Well, the problem is if you spend too much time on a question, there are 40 questions and the one hour limit for the test, it goes by very quickly. So you can spend too much time on each question. So what I recommend is read a question, try to figure out the answer. If you don't know it, you can put a star beside it and come back after. Don't spend too long on any question. You can also take a guess, move on, and come back later. My third tip: spend less time on earlier questions. For the reading module, the... Like I said, there are three passages. The first passage is the easiest, then the second passage, and then the third question. If you spend all your time on the first passage, you're not going to have time to do the second and the third. And, like I said, the first one is easier. So a good idea is to spend less time on the first passage, maybe about 17 minutes, then the second passage maybe spend about 20 minutes, and the third passage maybe 23 minutes. You don't have to follow this exactly, but the main idea is spend less time on part one, more time on part three because part three is harder. My fourth point is: make sure you have enough time to transfer your answers. They will have an answer sheet and you're supposed to write your answers on it. It's very important to leave yourself time to transfer your answers from your test paper to the answer sheet. A lot of students, they work through the booklet and then they realize there's no time to transfer their answers, so make sure you leave time for this.
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Do you have to take the IELTS? Are you nervous about the test? I can help. In this lesson I will tell you what to expect in the reading section of both the general and academic versions of the IELTS. You will learn about the amount of time you have to do it, the number of questions on it, how much you will have to read, and much more. I'll also give you some tips about how to use your time. Take my quiz at the end to make sure you know what to expect on test day. Once you know what will be on the test, you can do exercises to practice for your test. Be sure to check out engVid's IELTS section at http://www.engvid.com/english-exams/ielts/ for many more lessons to help you prepare for the IELTS. Good luck! http://www.GoodLuckIELTS.com/ http://www.engvid.com/ielts-reading/ Hi, there. My name is Emma. And in today's video, we are going to learn about the reading section of the IELTS. So it's very important before your test day to learn as much as you can about the test. If you know what's going to happen on the test, you're going to feel less nervous, more comfortable, and you'll do a better job. So in this video, I will explain what happens in the reading segment of the test. So first thing to know is there are two different versions of the IELTS; one is for general and one is for academic. If you're doing the IELTS for things like immigration, you will probably be doing the general, whereas if you're doing the IELTS for... For to get into a university in Canada, England, Australia - you will probably be doing the academic. So there are a lot of similarities in terms of the reading passages on the general and academic versions of the IELTS. The readings are different, but there are some things that are the same. In both cases, on the general and the academic, the reading module lasts for one hour. So it lasts for one hour. In this hour, you are going to see three texts or three passages. So there's three sections. Another thing to know is that you will also have to transfer your answers on to an answer sheet. That will also be a part of this one hour. For both the general and the academic, there are 40 questions. The text in the general usually are social, work related, there's often one academic text as well; whereas in the academic, all the text are maybe something you would read in an undergraduate or graduate course. In terms of also the general, you might see advertisements, you might be reading about... You know, comparing different products; whereas in the IELTS, they're usually more scientific or more academic articles. Another thing to keep in mind is for both tests, usually the readings go from easy to difficult. So the first part of the test is going to be the easiest part, second section is going to be a bit more difficult, and the third section is going to be more difficult than the second. So keep this in mind when you're planning your time for the IELTS because if you spend all your time on the first section, that's actually the easiest. It's better if you spend less time on the first section, more time in the middle, and the most time at the end. So in both the academic and the general, you're going to see a variety of questions. Okay? There are many different question types. And the best way to prepare for the IELTS is to learn about these question types. You might see multiple choice where they'll want you to pick: "A", "B", "C", "D", sometimes "E". Short answer. Sentence completion. You might see tables, charts, diagrams. You might have to read something and then fill in a diagram based on the information you read. Sometimes there's summary completion. Paragraph headings where you have to match a heading with the correct paragraph. You might need to locate information. You might have to write about a writer's view or claims. You might get a question on classification. Or you might get a matching question. So, the main point here is that it's important to know there are many, many different question types you can get on the IELTS. In terms of the IELTS also, it's very important before you do the IELTS to take a deep breath and to relax yourself. Especially with the reading section, you might see a lot of passages you have to read - take a deep breath, you will do fine. It's also important to know with the reading module of the IELTS where it comes on the test. The first thing you do on the IELTS is listening, the second thing will be reading, and then after that, writing. So just so you're aware of where it comes, reading is in the middle. So, I invite you to take our quiz to see if... How much you know about the IELTS, the reading module. Come visit our website at www.engvid.com. Good luck. Until next time.
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http://www.engvid.com/ Improve your IELTS score with these quick tips! In this lesson, you will learn about the Listening module of the IELTS exam. I will teach you the most common mistakes people make and how to avoid them. Watch this free video, so that you know how to practice for the IELTS Listening test. I want you to be prepared and confident on your test day, so that you can get the best results on your IELTS! http://www.engvid.com/ielts-listening-top-10-tips/ TRANSCRIPT Hello. My name is Emma, and in today's lesson, I am going to teach you my top tips for the IELTS listening module. Okay? So, before I teach you these tips, you might be wondering: "What's the IELTS listening module?" Well, the IELTS is a test and one part of the test is listening. So, in the listening section, you're going to have 40 questions where you're going to listen to some conversations for about 30 minutes, and then you'll have 10 minutes to transfer your answers over to another sheet. So, in total, it's 40 minutes; 30 minutes for listening, 10 minutes for writing down your answers. Okay, now this part of the IELTS is very possible to get a high mark, especially if you follow my tips. All right? Now, before we get started, I just want to let you know: I know you can do the IELTS. I know you can pass, I know you can get a great mark, a great bandwidth - you just have to have confidence in yourself and you have to practice. Practice, practice, practice; it really pays off. So let's get started. So, my first tip: write no more than three words. What do I mean by this? I don't mean for the whole thing, write no more than three words. On the IELTS, you will have to read the instruction of what to do. Often times, the instruction, before you listen, you're going to see: "Write no more than three words." This is an example of an instruction you must follow. One mistake a lot of students make during the IELTS is they don't read instructions properly. They're nervous, they're stressed out, they write whatever, they don't... They don't follow the instructions. If you see something like: "Write no more than three words." Do that. You can't write four, don't write five. Write three or less. Okay? So my main point here: follow the instructions carefully. Point number two: get used to British English. A large part of the IELTS, you will be listening... For... For... Sorry, for the listening, you will be listening to British accents. Sometimes you might hear Australian accents or Canadian, you might hear a range, but a lot of the accents will be British. So it's very important to get used to listening to British accents. And also, listen to other accents like Canadian, Australian; that's a good idea too. Where can you find British accents to listen to? I recommend the BBC. They have a lot of great videos there and most of it's with British accents, so it's a very good idea so you can practice listening. The more you practice listening with British accents, the easier it will be to understand British speakers. Especially if you're used to American English, this is a very good thing to do. Related to this point: British vocab. You should learn British vocabulary. For example: in American English and Canadian English, we say: "truck". In British English, we say: "lorry". So it's good to know some of these British expressions, some British words. One idea where you can practice these is if you check out our website: www.engvid.com, we have a new teacher who is British and who will be talking about British English, so check out her... Her videos. It will also be good to help you with practicing listening to British accents. Number four: spelling counts. Okay? Very important. The listening part of the IELTS is not just listening; you're actually using other skills like writing and reading. Now, with writing, when you write down your answers, you sometimes have to spell something out, so you have to be very, very careful with spelling. Okay? This is something you should really study and practice before you take the listening part of the IELTS. Practice your spelling. Learn spelling rules. We have a lot of different videos on how to spell on engVid, so I would come and check those ones out. Number five - this is the thing that always gets my students and I always warn them about when we practice - plural versus singular. Okay? You have to listen carefully on whether you're writing down the plural with an "s" or the singular. If the question wants me to write down: "cat", someone's talking about their cat and I write down: "cats", it's incorrect. I would get an "X". Okay, so it's important to be careful, to really listen: is it a singular thing, is it a plural thing? Are they saying "store" or "stores"? Okay?
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http://www.engvid.com/ Do you know what a 'phrasal verb' is? In this lesson, I will explain what a phrasal verb is, and teach you the most common phrasal verbs native speakers use to talk about clothing. I will teach you 'dress up', 'zip up', 'do up', 'wear in', 'kick off', 'have on', and many more! Phrasal verbs can be difficult for English learners to remember. Watch this lesson and then take the quiz, so that you'll remember them all! http://www.engvid.com/12-phrasal-verbs-clothes/ TRANSCRIPT Hi, there. My name is Emma, and in today's video, I am going to teach you some phrasal verbs about getting dressed and putting on clothes. Okay? So it's about clothes. What's a phrasal verb? A phrasal verb is when you have a verb and you have a preposition. So it's a verb plus preposition is a phrasal verb. Students usually hate phrasal verbs. There's so many of them in English and they're very difficult to remember. So, in this video, I'm going to teach you maybe 12 or 13 phrasal verbs that will really help you to improve your English. So let's get started. The first verb I want to teach you is: "dress up". Okay. "Dress up". What does it mean "to dress up"? When you dress up, maybe you have a hot, hot date. Maybe there's the boy or the girl of your dreams and you want to look good - you will dress up, meaning you will wear something that looks extra good. So, for example, right now, I'm wearing this sweater, not dressed up. If I wanted to dress up, oh, look here, maybe I would put on this nice dress. Okay? So dress up. Here's my sentence: "I have a date. I have a date. I should dress up tonight." Okay. "Zip up". So again: "dress up", "zip up". What does "zip up" mean? Well, I'll show you. Did you see that? "Zipping up" means you have a zipper and you pull it up. "Zip up! It's cold!" Mothers love to say this to their children: "Zip up your jacket so you won't be cold." Very similar to zip up, is: "button up". When you "button up" something, you don't zip up, you have buttons. So let me show you. So I will take off my sweater and I will put on a new jacket with buttons. Okay, so if I button up my jacket... Maybe... Where is the button? Okay, here we go. Just like this. Okay? So I buttoned up my jacket. Okay, good. "I should button up my jacket." The next expression I want to teach you: "do up". So all of these: "up", "up", "up", "up". If you "do something up", it means you either button it up or you zip up. "Do up" means the same thing as "zip up" and "button up". "I must do up my jacket." Means: I should button up my jacket, do up your jacket. Okay? It's all the same. "Have on". "What do you have on right now?" It means the same thing as: "wearing". What are you wearing? What do you have on? Pay special attention, the preposition is: "on". Okay? So tell me, what does Emma have on right now? Emma has a hat on. Well, it's not exactly a hat; it's a shower cap. I like to take baths, so this is for the shower. "Put on". "I put on my hat." Okay? When you put something on, it's just putting on. "I put on my hat." What's the opposite of: "put on"? Oh, I don't have it here. Well, you will see it in a moment. But I put on - "take off". I took off my hat. Next expression: "throw on". "I threw on my hat." Can you guess what this means? If I "throw it on", it means I do it quickly. Okay? "I threw on my hat and I ran out the door.", "I threw on my hat and I went to school.", "I threw on my jacket and I went to school." So it means you put on clothes very quickly. I'm going to take off my hat. I think it's a little too colourful. "Try on". What does it mean "to try something on"? If you ever go to a store and you see: "Oh, look at that dress. It's the most beautiful dress." I'm going to try it on, meaning I'm going to put it on at the store to see if I like it. So "try on" is for shopping. You usually go to a small room, a fitting room, and you see if you like the outfit by putting it on. So it's about stores. "At the store, I tried on a shirt.", "At the store, I tried on the shoes, I tried on the hat." So this is the expression: "try on". Again: "on", "on", "on", "on". And the first four were: "up", "up", "up", "up". It's very important that you use the correct prepositions. If I say: "Do down", or: "do in", or: "do off", these maybe don't make any sense or they have different meanings. So the preposition is what makes the meaning. So let me teach you some more expressions about getting dressed. Okay, so I already explained: "take off", but I wanted you to see how it's spelt. "Take off". I took off my hat, now I have no hat. "I took off my jacket." Means to take off your jacket. Okay, so it's the opposite of: "put on". I put on my hat and I took off my hat.
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http://www.engvid.com/ "I made a mistake." "Mistakes were made." What is the difference between these two sentences? This grammar lesson will explain what the passive voice and active voice are and when we should use them. I'll also show you how governments and businesses use the passive voice to avoid responsibility. You can test your understanding of the class with the free quiz at http://www.engvid.com/passive-responsibility/
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http://www.goodluckielts.com/ Do you need to take the IELTS? I will teach you everything you need to get a higher score in Task 1 of the Speaking section of the exam! A lot of people have to take the IELTS exam when they immigrate or study overseas. Even if your English is good, you could get a low score in the Speaking section if you are not prepared. If you are taking this test, this video will help you. I'll tell you what to expect and give you a lot of tips and strategies to do well! To test your understanding of the video, take the quiz at http://www.engvid.com/ielts-speaking-task-1/ and for more IELTS tips, strategies, secrets, and sample questions and answers, go to Good Luck IELTS: http://www.goodluckielts.com/ Hi, there. My name is Emma, and in today's lesson, we will be looking at how to do well on the speaking part of the IELTS. So the speaking part of the IELTS is divided up into three sections. Today, we're just going to be looking at section No. 1. So first of all, I will explain how to do well -- oh, sorry. First, I'll explain what happens in Part 1 of the IELTS. And from there, we'll look at some things you should do to do well and some things you shouldn't do, okay? So let's get started. So what happens in Part 1 of the IELTS? Well, first of all, the speaking Part 1 of the IELTS is for both those taking the General IELTS exam and the Academic. So whether you're taking the Academic or the General IELTS, it's the same test with the same questions. Okay. It lasts between four to five minutes. It's made up of first an introduction. So the examiner is going to introduce himself or herself. Then, you will introduce yourself. So for example, "Hi. My name is Emma. Nice to meet you." Okay, so there's an introduction. And then, the examiner is going to ask you some questions about yourself. So these questions aren't that difficult. Usually, they're about where you're from. So for example what city you were born in, where you grew up. They might be about work. They might be about what you study, about your friends, about your hobbies, food, sports, and another thing I don't have up here, family. Family is also common on this part of the IELTS. Okay? So usually, the examiner, after introducing himself or herself, they will talk to you about two of these topics. Okay?" Now, the way they mark this part of the IELTS is they're looking specifically for pronunciation, okay? So can they understand what you're saying? Do you pronounce things well? They're going to be looking at fluency. So what's "fluency"? Well, do you go, "Uh, um, uh, uh" a lot during the test? Or do you speak very clearly, in a very nice rhythmic way? Do you use organizers or transitions? "First of all, secondly, finally." Do you use words like this? "Another reason." Or do you have problems speaking at a normal rate? So they look at that in fluency." Then, they mark you also on vocabulary. Do you use words like "good, bad" a lot? Those are very low-level words. Or do you use high level words that really show off your vocabulary?" The final thing you're marked on is grammar and accuracy. So for example, do you only use the present test for the whole test or are you able to correctly use the present tense, the past tense, present perfect, future? How well is your grammar? Okay? So don't panic. Maybe you're weak in grammar. Maybe you make some mistakes in grammar. But you're marked equally on these four components, okay? So now, let's look at some tips on how to do well on Part 1 of the speaking part of the IELTS. Okay. So what are some of the things we should do to get a good mark in Part 1 of the IELTS for speaking? Well, we have a list here of dos. Okay? So these are things you want to do. So the first thing that's very important is when you first meet the examiner, okay? If you're very nervous, and you don't make eye-contact, and you look at the floor the whole time, you're not going to do well on the IELTS even if your English is pretty good. So it's very important to present yourself with confidence, okay? You want to go into that test and know you're going to do well. If you think you're going to do well, you're going to do a lot better. Okay? If you think you're going to do badly, you're probably going to do badly. So think you're going to do well, and be confident. Okay? Another important thing is be friendly. Okay. You want to smile. Body language is actually very important in the IELTS. You want to make eye-contact, okay? So don't look at your feet. Don't look at your hands. Look at the examiner. But you don't have to stare at them, okay? Just look at them when you talk.
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Want to sound more like a native speaker? In this lesson, I will teach you many "would" contractions that native speakers use frequently without thinking about them. For example, using "I'd" instead of "I would" is a quick and easy way to sound more natural. I will teach you how to pronounce these words correctly so that you can start using them right away. Take our quiz at the end of the video to make sure you understand the material. http://www.engvid.com/speak-english-would-contractions/ TRANSCRIPT Hello. My name is Emma, and in today's lesson, I am going to help you with your pronunciation. Today I am going to teach you how to pronounce contractions for the word "would". Okay? So, first of all, "would". When do we use "would"? We use it a lot in English. One of the times in beginner and intermediate levels we use it is when we are at a restaurant. The server will ask you: "Oh, what would you like?" And you would respond: "I would like pizza.", "I would like chicken.", "I would like tacos.", "I would like coffee." Okay? Now, the problem is... "Would"... This is all correct grammar-wise, but many, many students have trouble when it comes to pronouncing "would". Okay? The "w" sound is a little difficult, so many students can't pronounce this correctly. Okay? Also, a lot of native speakers, like myself, a lot of Canadians and Americans, we don't really say "would" that frequently. What we usually say instead are contractions. So, a contraction is a short form. Instead of saying: "I would", "I'd" has the same meaning. Okay? So this apostrophe here actually means "woul". Okay? So this means there are all these missing letters, but we don't actually need them. Contractions are very, very common in spoken English. Not writing, but in speaking, we use them a lot. Okay? So, if you want to sound more Canadian or more American, you should use contractions. So, let's look at some of these contractions. So: -"What would you like? What would you like to order?" -"I'd like some tea." Okay? So, let's start with that. I want you to repeat after me. "I'd", "I'd". And again, this means "I would", "I'd". So it almost sounds like "eye-de". "I'd", "I'd like some tea. I'd like some tea." Now, maybe you're talking about... To your friend. Okay? In this case, if you want to say: "You would like tea", you can say: "You'd", "you'd". So, again: "You-de", "you'd". "You'd like some tea.", "You'd like some bread.", "You'd enjoy going to the beach." Okay? "You'd". Now, if you're talking about a boy or a man, we can use the word... Instead of: "he would", you can use: "he'd". Okay? And notice, this one, I actually smiled quite a lot. "He'd". "He'd like toast.", "He'd like the chicken.", "He'd like a salad." Okay? "He'd". For women, we would use: "she'd", "she'd". And again, notice my smile, "she'd". "He'd", "she'd". They rhyme. "She'd like coffee.", "She'd like coffee.", "She'd like pizza." Okay? And again, "she'd" means "she would". "She would like pizza.", "She'd like pizza." Okay, now, if we're talking about us and someone else, we would say: "we'd", "we'd". Okay? And again, there's a big smile on my face. "We'd". "We'd like chicken.", "We'd like poutine.", "We'd like french fries.", "We'd like hot dogs." Okay? Example of "we'd". Finally: "they'd". "They'd like". So this is if you have "they would", it becomes "they'd". And you'll notice-very simple-all of them are just apostrophe "d". "They'd like chicken.", "They'd like to study English." Okay? So any time you want to use the word "would", try to replace it with a contraction. It will make you sound more like a native speaker. And, you know, especially if you have trouble with the pronunciation of "would", just adding apostrophe "d" will really help you with your spoken English. So, I invite you to come visit our website at www.engvid.com. There, you can do a quiz on this subject just to make sure you understand all of the material. You can also come... Subscribe to my YouTube channel. I have a lot of other videos on pronunciation, grammar, vocabulary, and many other topics. So, thank you for watching, and until next time, take care.
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How many ways do you know to talk about the future in English? In this video, I will teach you four easy ways to talk about the future: will, going to, the present continuous, and the simple present. I will compare when and how we use these grammatical tenses to talk about the future. After you watch this lesson, quiz yourself to practice and make sure you get it. I know that you will do well. http://www.engvid.com/learn-english-tenses-4-ways-to-talk-about-the-future/ Hello. My name is Emma, and in today's lesson, I'm going to teach you the four futures. Okay? A lot of you know two futures, I think. A lot of you probably know "will" and "going to". I'm going to teach you two more futures today, and teach you how they're different from one another. Okay? So let's get started with the present continuous future. So the present continuous is when you have "be" verb, so "I am", "you are", "he is", "she is", "they are", I don't know if I said "we are", "we are" plus the verb and "ing". Okay? So we have "am", the verb, "ing". This is known as the present continuous. It's usually one of the first things you will learn when you're learning English. So a lot of you know the present continuous, and you think: "Oh, present continuous, it's taking place now." You're right, but we can also use it to talk about the future. We use the present continuous to talk about future that is going to happen very, very soon. So, for example, if you ask me: "Emma, what are you doing this weekend?" Well: "I'm hanging out with my friend, Josh, this weekend." Okay? Or I might say: "I'm shopping this weekend.", "I'm studying this weekend." If you ask me: "What are you doing tonight?" Well, you know, I want to be a good student, so: -"I'm studying tonight. I'm studying tonight." -"What are you doing next week?" -"Well, next week... I'm working next week." Okay? So present continuous is very, very common for when we're talking about the future that's going to happen soon. Not future that's going to happen 2,000 years from now or 50 years from now - no, no, that's far future. We're talking about the future that's going to happen in the next couple of days. Okay? So very, very soon future. We can also use the simple present to talk about the future. So, the simple present is when you take a verb and, you know, it's in the basic form, usually you add an "s". If it's third-person singular, for example: "I leave", "you leave", "he leaves", "she leaves", "they leave", "we leave". So this is all simple present. In your classes, you probably learned we use the simple present when we talk about routine. We can also use the simple present when we're talking about routines in the future. Okay? So, for example... And by this I mean timetables. We use this when we're talking about a schedule event; something that is scheduled to happen in the future. So, this usually has to do with when we're talking about transportation; trains, airplanes, we can use this tense. We can use it when we're talking about TV shows. We can use it when we're talking about restaurants opening and closing, or stores, when they open and close. So we use this when we're thinking about a schedule or a timetable. So here are some examples: "The last train leaves at 6pm today." So 6pm hasn't happened yet. It's in the future, but because this is a schedule event, it's a timetable event, it's a schedule, we can use the simple present. Here's another example: "The restaurant opens at 5pm today." So this hasn't happened yet. Right now, it is 2pm. This is going to happen in the future. But still, I use the simple present because this is a schedule. Okay? Every day the restaurant opens at 5pm. Here's a third example, I like watching TV, imagine I like The Big Bang Theory: "My TV show, The Big Bang Theory, starts at 4pm." So again, it's a routine, it's a schedule that takes place in the future, but it's still a schedule so we can use the simple present here. All right, so these two, even though they're present tenses, they can be used for the future. Now let's look at the two verbs we commonly use for the future or we commonly think of as future verbs. "Be going to" + a verb and "will". So, "be going to" + verb: "I'm going to study.", "I'm going to sleep.", "You are going to watch a video." Okay? These are examples of the "be going to" + verb future. So we use this when we're talking about the near future. Similar to this... So it's not a future that's very, very far away; it's soon, but it's a future where we think something is going to happen, and we have evidence that something is going to happen.
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http://www.engvid.com/ I stopped to talk or I stopped talking? What is the difference in meaning? In this lesson, we will look at the verb "to stop" and when it should be followed by a gerund or an infinitive. The meaning of "I stopped to smoke" and "I stopped smoking" is very different. Watch this video and find out what the difference is. Then take the quiz: http://www.engvid.com/stopped-or-stopped-to/
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Want to learn some extremely common verbs for traveling? You've come to the right place. They say traveling is the school of life. It is also a great opportunity to improve your English! In this video, I will teach you common phrasal verbs that we use when talking about traveling. But first, I will explain what phrasal verbs are and show you their importance in conversational English. We will look at how to correctly use "drop off", "see off", "take off", "get in", "check in", and more. Join me, and get ready for a big trip to improve both your life and your English! TAKE THE QUIZ: http://www.engvid.com/phrasal-verbs-for-travel-drop-off-get-in-check-out/ TRANSCRIPT Hello. My name is Emma, and in today's video I'm going to talk about something I love, and that is travel. So, if you like travelling too, if you're planning on going on a vacation, or if you know somebody who's travelling, this video will be very, very helpful to you. In this video I'm going to teach you some very important verbs. They're all phrasal verbs, and I'll explain what a phrasal verb is in a moment. So, these are all verbs that we use when we're talking about travel. Okay. So, to get started, I wanted to tell you a little bit about phrasal verbs. What is a phrasal verb? One of the difficulties students have with English are verbs where you have a verb and a preposition. So, when you see a verb and a preposition together, that's a phrasal verb. Now, you might be thinking: "What's a preposition?" Good question. I'm going to give you an example. We have here four words, each of these is a phrasal verb. They all have the verb "get": "get in", "get up", "get on", "get over", and there's many more, "get away". There's tons of them. Each of these actually can have multiple meanings, too. So, one of the most difficult parts about English is learning phrasal verbs, because this, the blue part is the preposition, it can change the meaning of the verb. Okay? So, prepositions are words like: "on", "off", "up", "down", "toward", "over", "away", these types of words are prepositions. So, you'll notice with phrasal verbs, they're very, very common in conversation. They're... You can write them down, too, but in general, when people talk they often use phrasal verbs. Okay? So, they're very, very important, especially when you're talking about going on a trip with your friends or family. So let's look at some of the common phrasal verbs we use when we're talking about trips. The first verb I want to teach you: "Drop off". Okay? So: "drop" is the verb, "off" is the preposition, together: "drop off" is a phrasal verb. What does this mean: "drop off"? When you "drop someone off" it means you're taking them to a place and then you leave them there. So, for example, maybe your friend needs to go to the airport, so you drive them to the airport and you drop them off at the airport. This means you take them there and you leave them in that place. Okay? So they don't come home with you; they stay there. So, for example, I have a friend named Frank, and when Frank goes travelling: "We drop Frank off at the airport." So, we drive Frank to the airport, he has all his luggage, his suitcases, and then we say to Frank: "Goodbye, Frank, you know, have a nice trip." We drop Frank off at the airport. You can also use "drop off" in a lot of other situations. For example, when you were a child maybe your parents, your mom or your dad, or maybe your grandparents dropped you off at school. This means that they took you to school, and then once you got to school, they would say goodbye to you and they would leave. So: "drop off" means you take someone to a place, and then you leave them there. You'll also notice... So, I have here the verb and the preposition. "Frank" is a name of a person and it's in the middle of "drop" and "off". Okay? So, these two are not together. We drop somebody off at the airport. Okay? So, sometimes with phrasal verbs... For some phrasal verbs you actually separate them, and you can put the names of somebody between them; for other ones you can't do that. For this one: "drop off", you put the name between the two... Between the verb and the preposition. So, now let's look at another example of a common phrasal verb. "See off". Okay? So, again, we have "off" in both of these. "See off" is when... It's similar to "drop off", but it's a little bit different. Sometimes your family or your friends are going away for a long time, maybe they're going on a vacation or a trip, so you want to "see them off". It means you want to say goodbye to them at the airport, at the train station, maybe at their house. So, it's that goodbye you say before somebody goes off on a vacation. Okay? So, for example: "We see Frank off." Frank is going to Australia, so we go to the airport because we want to say goodbye to Frank, so: "We see Frank off" is another way to say: "We say goodbye to Frank when he goes on his trip."
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What you are about to learn will be very useful when speaking English! In this video, we will look at "about to", a term we use when talking about the near future. It describes something someone plans to do very soon. I will teach you when to use "about to" and how to use it correctly. Try my quiz at the end of the lesson to make sure you understand. I hope you are about to click on this video! https://www.engvid.com/about-to/ TRANSCRIPT Hello. My name is Emma and I am about to teach you "about to". Okay? So, "about to", what does it mean and how do we use it? Well, let's look at an example to really understand this. "I am about to clean my room." I want you to think for a moment. Do you think this sentence is about the past, the present, or the future? So: "I am about to clean my room." If you said this is about the future, you are correct. We use "about to" when we're talking about something we will do very soon in the future. We're not talking about far in the future. We usually use "will" for that. We're talking about very, very soon like in the next five minutes or in the next couple of minutes. So, I am about to give you some examples of "about to". So we have here "I" as a subject: "I am about to", and then after "about to" we have a verb. I put this in colour to help you remember it better. We have: "You are about to" and the verb. "She or he is about to" and a verb. "We are about to" and a verb. "You guys are about to" and a verb. I've put here: "You guys", which is a bit informal, but when we're talking about a group of people in an informal situation we can use: "You guys", and: "They are about to" with a verb. So what can we do with the verbs here? Well, if you look up here I have: "I am about to clean my room." We keep the verb in the infinitive in this case. "I am about to study English.", "You are about to listen to me speak.", "She is about to watch TV.", "We are about to go to the gym.", "You guys are about to listen to Justin Bieber.", "They are about to take a shower." Okay? So now let's do some together, let's put the verb in the proper form together. Okay, so just to remember: When we're talking about "about to", we're talking about the future and usually we're talking about either the immediate future, meaning the next 5-10 minutes or the next couple of hours or we can also be talking about soon. Soon is different for different people, so I might be talking about in the next couple of days or in the next couple of weeks, but what I really mean is soon. Okay? So I can say: "I am about to go on vacation", and that means soon I will go on vacation. Okay, so now let's do some examples together. "I am about to _________." How can we change this verb into the proper form? "I am about to..." Well, this was a trick question. You said: "call"-and we add a little period here-you are correct. It's very easy to use "about to". We just need the subject, "am", "about to", and the verb. All right, let's look at the next example together. "Ednan is _________ do homework." Now, I want to talk about Ednan in the immediate future, what he's going to do very soon, so what can we put here? If you said: "about to", you are correct. "Ednan is about to do his homework." Okay? Now, let's do one more: "Jess is about to _________." And here we have the verb "study". So, again, very easy. What do we write? "Jess is about to study." Which means she is going to study soon. Okay? I hope you are about to subscribe to my channel. There, you can find a lot of really great resources on all sorts of things English, including conversation, listening, speaking, IELTS. I have covered a lot of topics, so I hope you check that out. I also want to invite you to practice "about to" by visiting our website, www.engvid.com. There, you can actually do a quiz. I hope you're about to do this quiz where you can practice everything you learned today. So until next time, thanks for watching and take care.
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http://www.engvid.com/ Do you work in customer service? What do you do when your customer has a problem? In this video, I will teach you how to give great customer service. You will learn many polite expressions you can use with your customers. I will explain the Listen, Apologize, Solve, and Thank (L.A.S.T) method, which will help your performance at any customer service job. I'll also give you my customer service tips for dealing with an angry customer. After this video, watch Rebecca's video about phone customer service: https://www.youtube.com/watch?v=KBSrZYXkkyE Take the quiz at http://www.engvid.com/how-to-give-great-customer-service-the-last-method/ TRANSCRIPT Hello. My name is Emma, and in today's video I am going to teach you a very, very important thing for customer service. I used to work in customer service, and this is actually one of the most important things I learned, and this is called the L-A-S-T or LAST approach. So, to get started, let's talk a little bit about: What is customer service? So, customer service is when you have customers, of course, and you're trying to make your customers as comfortable and happy as possible. You're also trying to meet their needs and expectations, and solve any problems or situations that they might have. So, customer service is a huge category. There's many, many different jobs where you use customer service. If you work in a hotel, for example, as a clerk, you know, in the lobby, as a bellhop, you will be using customer service. If you work at a restaurant as a server, you'll be using customer service, or as a hostess. If you're the manager of a store, you'll be using customer service. If you work in a business or even in a hospital, you'll be using customer service. So, pretty much any time you're dealing with people from the public and they're customers and you're trying to help them, you're doing customer service. So, there are many different problems that a customer might have. What are some examples of some problems? Can you think of anything, a problem a customer might have? Maybe somebody charged them too much for something, maybe they're in a store and the lineups are too long, maybe a customer is at a hotel and they're very unhappy because the Wi-Fi isn't working or their bed's uncomfortable. So, there's so many different problems customers might have at different types of businesses. In this video what I'm going to teach you is: What do you do when a customer has a problem? Okay? So, a very easy thing to do when a customer has a problem is called the LAST approach. "LAST", what does it stand for? Well, if a customer has a problem, the first thing you should do is listen to their problem, the next thing you should do is apologize, solve their problem, and thank them. So: Listen, Apologize, Solve, and Thank. We're going to look at expressions we use to show we're listening, expressions to apologize, expressions that can help us solve problems, and expressions to thank customers. Okay, so the first step when a customer has a problem is to listen. So, the first thing you should do is find out what the problem is. You can ask them: "What seems to be the problem?" or "How can I help you?" Okay? Once they start explaining what the problem is, very important that you look like you're actually listening and that you do listen. Okay? So, you shouldn't look at your watch: "Mm-hmm. Mm-hmm." Okay? That's a bad idea. You shouldn't look at the sky: "Uh, when is this person going to stop talking?" Okay? You shouldn't roll your eyes. Okay? No, no, no. You need to show that you actually care about what the customer is saying. So, showing you're listening is very important. You can repeat back to the customer what they're saying to show that you understand and to make sure that you did understand. So: "So what you're saying is, you know, there's no hot water in this hotel.", "So what you're saying is the Wi-Fi's not working and you're not happy with that." Okay? These are some examples. "So what you're saying is _________." You can also say: "Let me get this right..." "Let me get this right, what you're saying is that, you know, there's a problem at your table.", "What you're saying is that you've been waiting for your food for a really long time." So it's important to show that you are listening and you acknowledge what they have said. Okay. Now, sometimes with customer service you get a customer who's very angry, and maybe they start swearing, they start using very bad language. Okay? So if this happens, very important that you don't get upset. Okay? When this happened to me in the past, I would actually pretend to be a computer. I would not take anything personally. I would just smile and pretend to be a computer, and that's how I got through angry customers. So, if the person is rude... You know, it's not right if somebody is saying something rude to you, if they're swearing at you, or they're making you feel uncomfortable. So, be polite. Okay?
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http://www.engvid.com/ Taking the IELTS? Get a better score by watching this simple lesson on the IELTS reading section. I'll give you my best advice on how to succeed on your reading test, based on years of helping students to pass the IELTS exam. Whether you are just starting to study or you have an exam scheduled tomorrow, these tips will help you to get a higher mark! Take the quiz to continue preparing. For more IELTS tips, check out EngVid's many other IELTS lessons at http://www.engvid.com/english-exams/ielts/ and for more tips on the IELTS, go to http://www.goodluckielts.com/ Good luck! http://www.engvid.com/how-to-succeed-on-ielts-reading/ TRANSCRIPT Hello. My name is Emma, and in today's lesson, I am going to teach you some very good tips on how to succeed on the reading module of the IELTS. So this video is for anyone who is taking the IELTS. This video will really help you learn about some of the question types and how to do well on them. So let's get started. My very first tip is very important. When you're practicing doing the IELTS, when you're preparing for the IELTS, one way to prepare is to start learning synonyms. Now, what's a "synonym"? A "synonym" is a copy of another word where the meanings are the same, but the words are different. So an example: "intelligent" and "smart". These are synonyms. They have the same meaning, but they're different words. Now, why should you learn different synonyms for the IELTS? Well, one very good reason is oftentimes, on the IELTS you will have a text or a reading passage, and then, after that you will have a bunch of questions. Now, sometimes, in the questions, you need to look for certain information in the reading passage. So you read a question, and you need to find the answer in the reading passage. Now, one way to do this is looking at keywords. You might see a keyword in the question. And you're looking for that same word in the reading passage. But they often don't use the same words in the question and the reading passage. Oftentimes, they will use synonyms. So for example, maybe in the question the keyword is "intelligent". In the reading passage, the word that you'll actually need to find is "smart". So by knowing synonyms, you'll be able to do the questions a lot faster, and you'll be able to find information faster. And on the IELTS, time is very important, so you want to be able to do things very quickly. My second point has to do with a lot of the question types, especially the "not given" question types. There's a question type called "True, False, or Not Given". There's also one called "Yes, No, Not Given". This point is for those. Oftentimes, you need to pay close attention to negative words on the IELTS. So for example "never", "rarely", "hardly", "seldom". Depending on what the question is, sometimes, if it's a true or false question, it's very important to look for these words. This is one of the tricks you might find on the IELTS -- well, it's not exactly a trick, but sometimes, you might put down "true", but the answer is actually false because of these negative words. So key point: Notice and pay attention to these types of words in both the "True, False, and Not Given", and the "Yes, No, Not Given". Point No. 3: Similar to point No. 2, it's very important to pay attention to frequency words, especially in the same part, and the "True, False, Not Given". You might see "always", "often", "sometimes", "never". Why is this important? Well, if you see something that says, "Sometimes the Pharaoh of Egypt -- or the Pharaohs of Egypt were buried in tombs", but the actual answer is true or false, and it says, "Pharaohs were always buried in tombs", you might get confused. You might put down the wrong answer. So it's very important to pay attention to "always", "often", "sometimes", "never" in true or false questions. Point No. 4: This is probably one of my favorite points. During tests -- this happens to all students -- they will pick on answer; and then, they'll think about it; and they'll see another answer; and they'll want to change their answer; and they don't remember -- they don't know, "Which one should I pick?" It's good to go with your first instinct. So if you're doing multiple choice, and right off the bat you think, "Okay, the answer is A"; and then you look, and you think, "Okay, well, maybe the answer is C -- if both of them seem like good possibilities, and you don't know, choose the one you thought of first. Okay? Go with your gut feeling. Go with your instinct.
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http://www.engvid.com/ Calling someone soon? Do you feel nervous when you speak on the telephone? Many English learners feel uncomfortable when they have to use English on the phone. In this lesson, I will teach you my top tips on how to have a successful telephone conversation. Watch this video and become more confident in your telephone English. Then test yourself with the quiz: http://www.engvid.com/telephone-english/ TRANSCRIPT Hi there. My name is Emma, and in today's video, I am going to teach you about the telephone and cell phones. Telephone English. I'm going to teach you some of my top tips on how to speak well when you're on the telephone. A lot of students get very, very scared when they talk on the telephone. Why is this? Well, you can't see the person's lips moving when you're on the telephone, and the English -- it's sometimes difficult to understand what someone is saying. So it's okay. You can get better at talking on the telephone. And I'm going to tell you how. So let's get started. I have eight tips for you. No. 1, one of the main problems students have when they're on the telephone, is they're very direct. What does "direct" mean? Maybe they'll say something like, "I want to talk to Mr. Bob." Okay? "I want to talk to Mr. Smith." This is very direct English. Why is it direct? "Want." It's not the most polite way to speak. When you say "I want. I want." It's better, when you're on the phone -- especially to someone you don't know that well -- to use polite English, such as "could, would, may." "May I speak to Mr. Bob? May I speak to Mr. Smith?" "Could you hold on a minute, please?" Okay? It sounds a lot nicer. So remember your "could, would, may". Try not to use "want". Tip No. 2, practice. Practice, practice, practice. Practice makes perfect. But how do you practice? Who will you practice with? Well, one idea is if you know that there's a business, and the business is closed for the day, you can call their telephone number. Maybe they have an answering machine you can listen to. What I would recommend is call a business you know will be closed; listen to their answering machine message; and try to take notes on what they say. And then call back, and see. Did what you hear -- is it the same? Is it the same from the first time you called to the second time? Are your notes correct? So very key is practice. You can also practice with a friend. You can practice in front of the mirror. "Hello!" Okay? So practice, practice, practice. No. 3, spelling. A lot of the time, we have to spell on the phone. Sometimes you have to spell your name, your last name, your address. So it's very important to be able to pronounce alphabet letters, a-b-c-d-e. So it's very important that you can say these letters correctly. And also that you know how to spell things out on the phone. So what do I mean by this? Well, for example, if you have to call someone, and they need to write down your last name, and your last name is -- we'll say your last name is White, so White. So you're on the phone, and they say, "What's your last name?" "My last name is White." And then you start spelling it. "W as in 'Wilson'; H as in 'Hilgar' -- it's a weird name, but -- I as in 'Iceland'." So what you do is you spell out your name using examples. So for example, if I'm spelling "Emma", I'd say, "My name is Emma. That's E as in 'Erin'; M as in 'Mary'; M as in 'Mary'; A as in 'Anne'." Why do we do this? It's because some English letters sound the same. If you're on the phone, and you say "p-d-t-v", they all sound so similar. By spelling out in this way, the person will know which letter you're talking about. Tip No. 4, numbers. A lot of the time, when you talk on the phone, you have to use numbers or someone will tell you a number, and you may have to write it down. It's very important to practice your numbers. Practice listening for numbers. So for example, a lot of students have trouble with 30 vs. 13, okay? What's the difference? 30, the first part is long, "thir"; the second part is short, "ty". "Thirty". Versus 13, where the first part of the number, and the second part is long. So it's very important to get used to numbers like 14 vs. 40, 15 vs. 50. And you should also practice listening to long numbers. Okay? Maybe if I say the number one, you understand that. It's easy. But try to listen to this number. If I say "4-45-1-7-8-10-100", maybe it would be more challenging. So practice your numbers.
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http://www.engvid.com/ How do you pronounce "often"? Is the /t/ silent or pronounced? What about words like "soften", "moisten", "mostly", "lastly", and other words with /t/ in them? In this video, I will teach you how to pronounce these words and more. If you say the word "often" often, this video is for you! Take a quiz on this lesson here: http://www.engvid.com/silent-t/ TRANSCRIPT Hi there. My name is Emma, and in today's video, we are going to learn about pronunciation. I'm going to teach you how to pronounce "often". Is it with a T or with a silent T? What about words like "listen"? Is it "listen" or "lissen"? "Soften": "soften", "soffen"? Okay? So this video is about Ts in the middle of words. Do we pronounce them, or do we keep them silent? Okay, so let's get started on how to pronounce these words. So I have a rule here. It's not always the rule, but for the most part this will help you. If you see "-sten", "-ften", "-stle", usually -- okay, and that's a big word. Usually -- not always -- usually, we do not pronounce the T. So what are some examples of this? This, how do we say it? "Lissen", "lissen", so you cannot hear a T. I do not say it "listen", I say it with an S but no T, "lissen". "Soffen", "soffen", okay? And again, you see "-ften", "-sten". "Cassle", "cassle". "Fassen", "fassen". Okay? Last one: "moissen", "moissen". So even though you see "-ten", "-tle", "-ten", you do not pronounce the T in these words. But what about "often"? Did you hear how I said that? Did I say it with a T or without a T? "Often". Okay, so "often" is when it gets a little complicated because of the history of this word. Originally, in the 1700s, "often" was pronounced with a T, and then they stopped pronouncing it with a T. They pronounced it "offen". And then, people started to pronounce it with T again. So nowadays, how do we pronounce it? Both ways. Some people say, "often" -- that's good. Other people say "offen" with a silent T. Both ways are acceptable, okay? Both ways are now the standard. You can say either way. So if you look here, if you know the International Phonetic Alphabet, I have the different spellings that the dictionary says are okay for the pronunciation of this word, okay? And if you don't know the International Phonetic Alphabet, that's okay. Pretty much what this means is you can have it without it T, "offen" or with the T, "often". So even though we have a rule up here, "-ften", usually, it's a silent T, but in the case of "often", it's your choice. If you like the way the T sounds, great. If you hate the way the T sounds, "offen" is also good, okay? Now, let's look at some words where we actually have to pronounce the T. So if you see "-stl", "-ftl", these are signs that you usually pronounce the T. What are some examples? Well, you can pronounce the T. "Lassly", you could also say, "lastly". It's okay either way. "Justly", "mostly", "softly": You can say it with or without depending on where you're from. So the main thing I want to say in this video is "offen", "often" are both okay. Our pronunciation is different depending on where we're from. So you might hear someone pronounce a word one way, but it could be their accent. It could be where they're from. And also, a final point -- language is always changing. "Often" -- before there was a rule, no T. Now, it has changed to where you can have a T, or you can do it without a T. So language doesn't stay the same; it changes. Until next time -- oh, I forgot one thing. I want today invite you to come visit our website at www.engvid.com, and there you can take our test on pronunciation with words with silent T. So until next time, take care.
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"Help! I don't understand." Many English language students have problems listening and feel embarrassed. Do you find yourself struggling to understand native English speakers? Do they sometimes speak too fast or use words you do not know? Do phone conversations make you nervous? You are not alone! You can say goodbye to embarassement because in this lesson, I will teach you THREE STEPS you can follow to help you become a better listener and develop confidence when listening to others. I will also teach you some helpful expressions to use in these situations. Watch the video, and you will start having better English conversations immediately! Test your understanding with the quiz at http://www.engvid.com/listening-understanding-in-3-easy-steps/ TRANSCRIPT Hello. My name is Emma, and in today's video, I am going to teach you how to be a better listener. I'm going to teach you three steps, which will really, really help you with your listening. So before I teach you how to be a better listener, I want you to think about: What kind of listener are you? Okay? So, I have, here, a question. I want you to imagine this. You're talking to somebody, an English speaker, and you don't understand what they're saying. Okay? You have no idea. I don't understand what they're saying. What do you do? Okay? Here are your choices. Do you: A) look scared? A lot of students do this. Do you: B) Nod and pretend you understand? Nod and say: "I understand", but you really don't understand; you have no idea? C) Are you honest? Do you say: "I'm sorry. I don't understand"? Or, D) Do you say: "I don't understand", and you ask the person to write down what they're saying? Okay? So, which one do you do? Do you look scared, do you nod and pretend you understand when you don't? Do you say: "I don't understand" or do you say: "I don't understand" and ask them to write it down? Maybe you do multiple things. Okay? Which one do you think is the best thing to do? If you said: D or C, you are correct. Okay? Now, there is a little bit of a difference between C and D. It's mainly that D, we use some sort of listening strategy. I'm going to teach you some very, very good strategies you can use, which will help you be a better listener. Okay, so if you don't understand something, very first thing you should do is show you don't understand. Okay? You should really let the person know you don't understand. There's nothing to be embarrassed about. We all have times where we don't understand what somebody is saying, but we really do want to know, so it's very important you let the person know that you don't understand. So, here are a couple of different ways we can say that. The first one: "I didn't catch that.", "I'm sorry, I didn't catch that." This means the exact same thing as: "I don't understand." So you can say: "I don't understand." or "I didn't catch that." You can also say: "I'm sorry I don't understand." One thing a lot of students say, but it's not a good thing to say: "I no understand." Okay? This: "I no understand", I hear many students say it. This, wrong. Okay? So you can either say: "I didn't catch that.", "I'm sorry I don't understand.", but you cannot say: "I no understand." That one is bad English. Okay, so that's the first step. The second step is using a strategy. Okay? So what do I mean by this? When you use a strategy, you're pretty much asking somebody to help you out in a different way. You're asking somebody to do something to help you understand. So, this is an excellent expression, very polite. All of these start with: "Could you please". You can ask the person: "Could you please write it down?" Okay? So: "I'm sorry I didn't catch that. Could you please write it down?" Some... For some people, when they read it, it's easier than listening to it. You can also ask somebody to repeat what they're saying. "Could you please repeat that?" Okay? That means: "Could you please say it again?" A lot of English speakers and also me, myself included, sometimes we speak too fast. So, it's perfectly okay if you say politely: "Could you please speak more slowly?" Maybe the problem is the person who's speaking is talking way too fast. So just a nice, friendly reminder: "Could you please speak more slowly?" And finally, the fourth strategy: "Could you please say it in a different way?" This one is very useful because sometimes when you say to an English speaker: "I don't understand", they keep saying the same thing the exact same way, and that's not helpful. Sometimes you really need to hear it in different words, so it's also a great idea to ask the person: "Could you please say it in a different way?" Okay? So these are the first two steps. First, show you don't understand; second, use a strategy. Now let's look at the third step.
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http://www.engvid.com/ Improve your conversation skills in English immediately with these three easy expressions. You'll make it easier for people to understand what you're saying, and your speech will flow more naturally, just by following the tips I give in this free lesson. To make sure you've understood how to use these three expressions correctly, take the quiz at http://www.engvid.com/conversation-skills-3-expressions/
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http://www.engvid.com/ Assure, ensure, insure, reassure? Learn what these words mean in this vocabulary lesson. I assure you that after this video, you will not mix up these words again. After watching, make sure you've understood by taking the quiz at http://www.engvid.com/assure-ensure-insure/
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http://www.engvid.com/ Do you know what a "phrasal verb" is? Grab a snack, and get ready to devour some brand new vocabulary! In this lesson, I will explain what a phrasal verb is and teach you common phrasal verbs native English speakers use to talk about food. I will teach you "pig out", "snack on", "pick at", "polish off", "live on", "cut down on", and many more! Watch this lesson, and then take the quiz so that you will remember everything. I'm hungry already. http://www.engvid.com/phrasal-verbs-expressions-food/ TRANSCRIPT Hello. My name is Emma, and today, we are going to be talking about something I love to talk about. And that is food. Okay? So today, I'm going to teach you many, many words that have to do with food. Specifically, we are going to be looking at phrasal verbs. So your first question might be, "Emma, what is a phrasal verb?" Well, I want you to look at all of these sentences, okay? "Pick at", "snack on", "pig out", "polish off". These are all phrasal verbs. So which part of this is the verb? If you said "pick", "snack", "pig" -- surprisingly -- and "polish", you're right. We have verbs here, and then we have something -- "at", "on", "out", "off". These words are called "prepositions", okay? So a phrasal verb is a mix of a verb with a preposition. English has many, many phrasal verbs, and this is one of the reasons why English is sometimes difficult because if we say, "look up", "look down", "look around", "look to", "look at", these each have a different meaning. The preposition is very important to the meaning of the word. Okay. So I'm going to teach you various phrasal verbs that have a verb and a preposition. Let's get started. So the first verb I want to teach you is "pick at". Okay? "Pick at." So you'll notice that the part of this word I say louder is the preposition. "Pick at." "I'm sad, so I pick at my food." Can you guess what this means based on the sentence you see here? When you are sad, do you eat a lot, or do you eat a little? Well, some people eat a lot. But many people, when they're very sad, they don't want to eat. "Pick at" means you don't eat a lot; you eat very, very little. You might pick at your food when you are sad or when you are sick. Okay? So that is the word "pick at". And I've drawn a face here because this person is maybe sick or sad, so they're not eating a lot. They are picking at their food. The next word we use, "snack on". Okay? When you "snack on" something, you don't eat a lot, but you're not going to a restaurant and snacking on food. It's usually you snack on, maybe, popcorn, potato chips, junk food, candy, maybe sunflower seeds. When you "snack on" something, it means you're eating some of it, but it's not your dinner. It's not your lunch. You're eating it, maybe, between meals. Okay? Because you're a little hungry. So for example, "Tonight, I will see a movie. At the movie theater, I will snack on popcorn." Okay? Popcorn is not my dinner, but I will eat some popcorn. I will snack on popcorn. Okay? So again, these two words have to do with eating. This means eating very, very little. And this means eating a little bit more. Then, we have the next word. I love this word, "pig out". Okay? If you know what the animal -- a pig is -- if you know what a pig is, you can probably guess that this word means to eat a lot. If you "pig out", you eat a lot of something. Okay? So if you went to a restaurant and you ate five hamburgers -- maybe not a fancy restaurant, but if you went to a restaurant and ate five hamburgers, you probably "pigged out". You ate a lot. Okay? So our example sentence, "I pigged out. On Friday, I went to a restaurant. The food was so good, I pigged out. I ate a lot." Then, we have this word, "polish off". And you'll notice there's a smiley face here. And this is when you eat even more than "pig out". Okay? "Polish off" is when you take all the food. There's no food left on your plate. Everything is gone. You've eaten everything on your plate. You polished it off. Okay? So for example, "Jen polished off her dinner." It means she ate all of her dinner. There's not even a crumb. She ate everything. She polished off her dinner. You can also use "polished off" with drinks, too. Imagine if somebody loves wine and they drink the whole bottle, okay? "They polished off the wine." There's no more wine left. So that means there's none left because you ate or drank it all.
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http://www.engvid.com/ Everything you need to know about the third part of the IELTS Speaking exam. I will tell you what to expect and give you tips and strategies to succeed! There's no need to be afraid anymore -- Emma is here to save you!!! Take a quiz on this lesson here: http://www.engvid.com/ielts-speaking-task-3/ TRANSCRIPT: Hi there. My name is Emma and in today's video we will be looking at the IELTS, which is a test that ESL students take when they want to immigrate to certain countries such as Canada, Australia, England. It's also a test some universities require students take. So if you want to study at an overseas university, you may have to take this test. So we will be looking at specifically the speaking section of this test, part three. So the speaking task has three different parts to it; part one, part two, part three. We will be looking at part three. Okay, so first I will explain what happens in part three of the IELTS speaking test, and then I will look at some tips on how to do well, and also things you should not do. So let's get started. First of all, it's important to know how long this test, this part of the test will take. It takes between four to five minutes. Okay? And it's different than part two. In part two, the student is expected to speak for about two minutes and there's no interruption. In this part of the IELTS, it's more like an interview. The examiner asks you some sort of question, you respond. They ask you another question or they might ask you to go deeper into the first question. Okay? What types of questions are there? Well, sometimes they'll ask you to predict something, to analyze something, to compare. They might ask you to give your opinion. Often times, you're looking at the future as well. So for example: what sports do you think will be played in the future? Okay? So often --future questions. Part three is based on a theme. In part two, you're given something to describe often -- it might be a historical building, it might be a teacher you really liked, it might be an object precious to you. Part three continues from part two, so whatever you talked about in part two, you're going to talk about in part three, but at a more abstract level. So what do I mean by this? Well, if in part two you talked about your favourite teacher, in part three you might be talking about education. You might talk about how it is different today than it used to be. Okay? So you might be looking at education. Some of the topics you may look at in part three: technology is very common, education, environment, TV influence, leisure activities, shopping, sports, transportation. So these are all very common topics, and so you'll be asked between four to six questions on these types of topics. So an example you may be asked: "How are education priorities different from those in the past?" Okay? So again, you have to state your opinion for this question. All right, so let's look at some of the "Dos" and "Don'ts" for this part of the IELTS. Okay, so let's look at some of the things you should do. Okay? So there's our smiley face, this is a good idea. The first one is: listen for keywords in the question. Okay? Sometimes you may not understand what the question is... try to listen for the keywords of the question. Do you hear the word "education", "school"? Listen and this will help you to understand the question better. If you still don't understand the question: ask. Okay? This is very important. It's okay to ask the examiner to repeat the question. If you don't understand, you can also ask for clarification. It's better to ask if you don't understand than to answer something completely different and wrong. Okay? So it's always better to ask. When you do answer the question, make sure, again, you don't give these short yes/no answers. Expand, give detail. Okay? Give examples, give reasons. It's very important to support your points. For example: maybe they ask you if girls and boys should go to separate schools. Okay? If you're asked that, you might say: "I think girls and boys should go to separate schools for three reasons. First of all, girls learn better when they're separated from boys. In my own experience, when I was a student, I was always distracted by boys." So you see what I mean? Give details, give examples. Stick to the topic. This is very important. If you're asked about education, talk about education. Don't talk about your pets, don't talk about your hair; stick to education. I think this is actually the most important point out of all of them: think you're... Think you will do well. What do I mean by that? I think the IELTS isn't only testing you on your English, it's also testing you psychologically. Okay? You need to think positively. You need to think you will do well. If you think you will do well, you will definitely do better.
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Should you say "most of people" or "most people"? "Brazilian people" or "Brazilians"? "Every people" or "everybody"? If you're not 100% sure, this lesson is for you. In this lesson you'll learn how to talk about people correctly in English. This is an important subject because, in conversation, we often talk about things people do. I'll teach you the grammar behind common sentences and statements. You'll learn to use these sentence structures correctly and to avoid mistakes that many English learners make. Then take the quiz here: http://www.engvid.com/fix-your-english-grammar-mistakes-talking-about-people/ TRANSCRIPT Hello. My name is Emma, and in today's video, I am going to teach you about some mistakes a lot of students make. So, I've been teaching English for about five years now, and the mistakes I'm going to teach you today, I've seen students make many times in both their speaking, as well as their writing. Okay? So these mistakes are mistakes students make when they're talking about people. So, I'm going to give you some examples of some of these mistakes. The first one I want to show you: "Some Canadian people hate winter." It's true, I'm one of those people; I hate winter. So, "Some Canadian people hate winter." There's a mistake, here. I want you to take a moment to look, and think: What could the mistake be? "Some Canadian people hate winter." I'll give you a hint: The mistake is somewhere here. If you thought "people" is the mistake, you're correct. "Canadian people", it's redundant. We don't need the word "people", because "Canadian"... If we add an "s" here, this means "Canadian people". Okay? So, instead of saying "Canadian people", we would say "Canadians". "Some Canadians hate winter." It's the same if we wanted to talk about Americans. We would not say: "Some American people hate winter." We would prefer to say: "Some Americans"-with an "s"-"hate winter". So, let's look at another example. "Many Brazilian people are learning English." So, there's a mistake, here. What's the mistake? "Many Brazilian people are learning English." If you said the mistake was "people", you're correct. When we're talking about nationalities, we do not use the word "people". So, what can we do to fix this? We can get rid of the word "people", and what can we do to the word "Brazilian", because there's more than one? We can add an "s". So, now it's: "Many Brazilians are learning English." Okay? So, I'm going to give you another example, this time not on the board, but I'm just going to say it. "Many Asian people like spicy food.", "Many Asian people like spicy food." Now, how would you fix this sentence? If you said: "Many Asians like spicy food." you'd be correct. So, when we talk about nationalities, we do not need this word; this word is a waste of space. We just need the nationality with an "s". So, I have another common mistake students make over here: "Muslim people". So, Muslim is a religion. Okay? "Muslim people fast"-"fast" means they don't eat-"during Ramadan". "Muslim people fast during Ramadan." It means Muslim people do not eat during their holy month, their religious month of Ramadan. So, there's a mistake, here. What do you think the mistake is? If you said, just like this, "people" is the mistake - you're correct. When we talk about religion and we're talking about Muslims, Christians, Jews, Hindus - you don't need the word "people". We could just change this to: "Muslims". So, "Muslim" here means a whole... All Muslims, it's like Muslim people, but we don't need the word "people". Here's another example: "Christian people celebrate Easter.", "Christian people celebrate Easter." How can we fix this sentence? We can get rid of the word "people", and just add an "s". We can do the same thing for Hindus. "Hindus are often vegetarian", we could say. "Many Jews live in Israel.", "Many Buddhists live in Asia." Okay? So, instead of saying: "Jewish people", "Hindu people", it's easier just to say "Hindu" with an "s" or "Jews" with an "s". All right, so let's look at some other common mistakes students make. Okay, so another mistake I often see students make in their writing especially, and also sometimes in their speaking is with "most", "some", and "a lot" when they're using these words with "people". Okay? So, the first example: "Most of people have cell phones these days." I see students use: "Most of people" a lot in their essays. So, what's the mistake, here? I'll give you a minute to think about it. "Most of people". The problem here is "of". Okay? We don't need "of"; "of" is incorrect here. We would just say: "Most people". "Most people have cell phones these days." Okay? "Most people love Chinese food.", "Most people like to play sports." You don't need "of". If you had: "Most of the people", that would be okay, but you need "the" here, although that's not as common.
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http://www.engvid.com/ What is the difference between "beside" and "besides"? In this English class, I will teach you the different meanings of these words, how to use them in sentences and in some common expressions. This video will help you to improve your vocabulary and grammar. Besides, you will be beside yourself with excitement after watching it! Go test your knowledge with the quiz: http://www.engvid.com/vocabulary-beside-besides/
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http://www.engvid.com/ Do you drive a car? In today's vocabulary lesson, I teach you 10 common driving expressions you need to know before you get on the road. You'll learn to talk about driving, and to complain about bad drivers! You've probably heard some of these phrases in movies or in your own life. I'll teach you expressions like 'pull over', 'run a red', 'hit the brakes', 'tailgating', and many more! WARNING: Do not watch this English lesson whilst driving. http://www.engvid.com/10-common-driving-expressions/ TRANSCRIPT Hello. My name is Emma, and in today's lesson, we are going to talk about... Can you guess? Driving. I'm going to teach you 10 common driving verbs. So let's get started. Okay, and these are pretty common. Some of them are very, very common; you hear every day. So the very first one is probably the most common word you will hear when it comes to driving: "Brake" or "Hit the brakes". What is "the brakes"? "The brakes" is what stops the car. I put a big "X" here because when you brake, you don't go; you stop. So, if you and I are in a car, we're driving, I'm driving very fast and suddenly there's a stop sign, you can say: "Emma, brake." Or: "Emma, hit the brakes." It means: "Emma, stop. Stop the car." Okay. And notice it's not: "Hit brakes", "Hit the brakes". And because there's more than one brake in a car: "Hit the brakes." Okay, our second common verb is a very bad thing to do. "Run a red light." So, first of all, red light when you're driving... You might come to something that looks like this where you'll have a green light, a yellow light, and a red light. Green, of course, means go. What does red mean? It means to stop. So if you don't hit the brakes, and you see the red and you keep driving, and you drive fast even though you see the red - it means you run a red light. So this is a very bad thing to do. "Run a red light." And notice we have an article there. So what's an example? Yesterday-this isn't true-yesterday, I was driving, I ran a red light. I didn't hit the brakes. Number three, another common verb we use when we're talking about driving. "Cut someone off." Okay, now this is a phrasal verb, very important. First of all, before I tell you the meaning, with phrasal verbs, you can have a different preposition and it can mean something totally different. For this: "Cut someone off", "off" is the preposition we're using. Now, what does it mean to cut someone off? Okay, when you cut someone off... Pretend I'm driving, vroom, vroom. What happens? Someone comes in front of me very fast. Okay? This can cause an accident. If you cut someone off, again, it's a bad thing. It means you drive in front of someone very fast and you don't give them a lot of room. So: "Cut someone off." We cannot say: "I cut off someone.", "I cut someone off." Okay. In terms of this also... So, again, it's important to notice the "off". We can also use it in a conversation. If you're talking to someone and someone interrupts you, you just cut them off. Okay? You cut someone off. Oh, sorry, they cut you off. An example: "I'm sorry, I have to cut you off." Meaning: "I have to interrupt." Number four: "Tailgate". If you tailgate someone, this is another bad thing. So this is bad, bad, bad. Tailgate is when you drive too close to someone else. So your car is here, someone's here, it means they're tailgating you. "That man tailgated me.", "I was tailgated by that man." Example sentences. Now, for running a red light, cutting someone off, and tailgating someone - you may be "pulled over" by the police over. "Pulled over", can you guess what that means? If you're pulled over, it means someone, maybe a police officer stops you, and you pull your car to the side of the road. So, "pull over" means you're driving and then you move your car to the side of the road and stop. You know, maybe, for example: you hear an ambulance - you might pull over, meaning you might go to the side and stop the car. I hope you do that. So now let's look at 10 more driving verbs. Did I say 10? I meant five more. Sorry, guys. Okay, so our next one on the list is like the previous one. We said: "Pull over", "The police pulled me over." This one also uses the word "pull", but it's a phrasal verb. We have a different preposition. Instead of "Pull over", now we're saying: "Pull out of". So this has a different meaning, even though both verbs are "pull". "Pull out of" means you're going backwards or forwards out of a small space. Usually, it's a parking lot or a driveway. So usually you park your car in your driveway, and you go forward, you look, make sure no other cars are coming - you pull out of your driveway, you pull out of the parking lot.
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http://www.engvid.com/ "Lay" and "lie" are two of the most commonly confused words in the English language. Watch this lesson to learn the difference between these words, along with tricks to ensure that you don't confuse them again. At the end of the video, take the quiz so you can test your understanding. http://www.engvid.com/lie-or-lay/
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“How come?” is a very, very common English expression that is important to learn. It is used all the time, but many textbooks and teachers don't teach it, because it is informal. In this simple video, I will teach you what “how come” means, how to use it, and when to use it. After watching, take the quiz at https://www.engvid.com/how-come/ to make sure you've got it! TRANSCRIPT Hello. My name is Emma, and in today's video I am going to teach you a very important expression for conversation. That expression is: "How come?" It's a very popular expression you may see in movies, on TV, or in conversation with English speakers. But it's a very good one to know because we do use it a lot. So, what does "How come?" mean? Okay, well, first I have a question for you. I have here two sentences. "Why did you miss your plane?" and "How come you missed your plane?" What is the difference in meaning between these two sentences? Maybe you already know. Okay? So take a guess. The difference in meaning is actually they mean the same thing. "How come?" is another way to say "Why?". It's just a little bit more informal. Okay? So if you're writing, you're going to use "Why?", but if you're speaking you can use both. Okay? "How come?" is informal, it's an informal way to say "Why?" And so, by informal, I mean you use it with your friends, with, you know, people you're talking to on the street, but you wouldn't use it in an essay. Okay? Or for school. Okay, so: "How come?" means: "Why?" So, when we're asking: "How come?" what we're asking about is... we want to know why something happened or the reasons why something happened. Okay? So, for example: "How come you missed your plane?" You know, a reason might be: "Oh, I was late getting to the airport" or "I slept in." Okay? So these would be the answers to a question like: "How come?" So, a lot of the time, teachers will ask this question. "You were late for class today. How come?" That means the teacher wants to know why you were late for class. So now let's look at the grammar of "How come?" and how we can use it in a sentence. Okay, so again, "How come?" is an informal way to say: "Why?" So, we often use it in conversation. Now let's look at the grammar of "How come?" and how we make a sentence with "How come?" So, I have here: "How come", which is at the beginning, and then we have plus the subject. A subject is... It can be: "I", "you", "he", "she", "they", "we", or it can also be a thing, a place, or a person, but it's the doer of a sentence. Then we have the verb. So, for example: "play", "take", "listen", "sing", "eat", these are all verbs. And then finally we have an object, which comes after the verb in regular English sentences and usually those can be people, they can be places, they can be things, so these are the objects. If this is confusing, let's look at some examples, maybe that will help. So, for example: "How come you"-is the subject-"take"-is the verb, and the object is-"the bus"? "How come you take the bus?" This means the same thing as: "Why do you take the bus?" So, here I actually have this written: "Why do you take the bus?" And you'll actually notice "How come" is easier in terms of grammar than "Why". If you look here: "Why do you take the bus?" you have this word, here: "do". Okay? In other sentences we say: "Why does he" or "Why didn't he", but there's always something like: "do", "does", "did", "didn't" here with "Why". And a lot of students forget to put this here. A lot of students will say: "Why you take the bus?" But this is not correct English. For "Why" we always need something here. Now, the nice thing about "How come" is you don't need this. Okay? If you look at "How come", if you can make an English sentence: "you take the bus", you can change this into "Why" just by adding "How come". So, the structure of this is just like a regular English sentence. We have the subject, the verb, and the object, and then we just add "How come" at the front of it. So let's look at another example: "How come Toronto isn't the capital of Canada?" So, again, we have: "How come", we have "Toronto" which is the subject, we have "isn't" which is the verb, and we have "the capital", which is the object. So, if you want to make a regular sentence, I would just say: "Toronto isn't the capital", we can just add "How come" to this, and then it becomes a question, meaning: "Why isn't Toronto the capital?" "How come John didn't come?" Okay? So here we have "How come" at the beginning, "John" which is the subject, and "didn't come", because it's negative form we have "didn't" here, so this is the past, past tense. "Didn't come" is the verb. Okay? This sentence doesn't have an object. Not all sentences in English need objects. The main thing is that you have a subject and a verb. Okay, so that might be a little confusing for you.
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http://www.engvid.com/ I rise my hand or I raise my hand? Rise and raise are two verbs that are easy to confuse. In this lesson, I will teach the differences between these two words, their present tense, past tense, and past participle forms, and tricks to remember how we use them. http://www.engvid.com/rise-or-raise/
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http://www.engvid.com/ I tried to study English or I tried studying English? What is the difference in meaning? This is something that is asked a lot on tests! In this grammar lesson, I look at the verb "try", and will teach you when it should be followed by a gerund or an infinitive. The meaning of "I tried to watch the movie." is not the same as "I tried watching the movie." Watch this lesson and find out why. Free quiz on this English grammar lesson: http://www.engvid.com/try-to-do-try-doing/
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http://www.engvid.com/ OH NO! YOU HAVE TO TAKE THE IELTS! Well, I can help. Watch this video to learn exactly what to expect in part two of the IELTS Speaking exam. I'll give you sample questions and answers, as well as tips and strategies for success. Test your understanding with a quiz: http://www.engvid.com/ielts-speaking-task-2-how-to-succeed/ TRANSCRIPT: Hi, my name is Emma, and in today's lesson we are going to be looking at the IELTS. The IELTS is a test that a lot of ESL students have to take when they want to go to a Canadian university, an Australian university, an English university. So when they want to study overseas or often times, when they want to immigrate to one of these countries. Okay? So we're looking specifically at the speaking part of the IELTS, part two. So the IELTS speaking task is split up into three sections. We are going to be looking at section two in this video. Okay, so let me first explain what happens in section two, and then we are going to look at some tips on what you should do if you want to do well on this section, and things you shouldn't do. Okay? So let's get started. So, in part two of the speaking component of the IELTS, you will be speaking for about two minutes. Okay? So this part lasts for about three minutes, so you have three minutes. The first minute you will be handed a question card. Okay? So here is an example of a question card. It will tell you, often times, to describe something. "Describe a museum that you have visited." It will tell you what you need to say. You should say: * Where it is * Why you went there * What you particularly remember This is just an example. Okay? So it can be on different topics, but you will get a card that looks something like this. Okay? So you have one minute to look at the question and to make notes, and to think: "Okay, what am I going to say?" So that takes one minute, and then after that the examiner will tell you: "Okay, you can begin." You must talk for one to two minutes. A lot of students actually consider this the hardest part of the speaking component because it's not a dialogue. Okay? The examiner isn't asking you questions and you're giving responses, and you're going back and forth. In this part of the IELTS, you just talk and you talk for one to two minutes. So a lot of students find this difficult because talking for two minutes, even for some native speakers, is a little difficult. Okay, so that's what's going to happen in this part. Okay? So what are some of the topics you might be asked about in this part of the IELTS? Well, topics often covered include: you might be asked about a precious item, so you might have to describe a precious item that you own. You might have to say something about where you bought it from or: how did you get it, what does it look like, why is it so precious? You might be asked about a special day, a sporting event that you went to or a concert, a special trip or journey or vacation, people who have influenced you. For example: they might ask you to describe your favourite teacher. What was she like? Why was she so great? You might be asked about a book, music, a television program, a movie you saw or even items of clothing. Okay, so sometimes you're asked about historical buildings, you might be asked about a neighbourhood in your city. The key thing that you probably will be asked is this question is often about description, not always, but usually you have to describe something. And then they usually have three questions, they can be: who, what, when, where, why? Okay? So these are the types of questions that they ask. ...
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Want to talk about things you like and don't like without sounding boring? In this vocabulary lesson, you will learn some expressions that mean "I like" and "I don't like". Using these words and expressions will make you sound more interesting and less repetitive. By the end of this video, you will be able to use words and expressions such as "loathe", "not my cup of tea", "I'm into", "can't stand", "fond of", and many more. Take the quiz at the end to practice everything you have learned. I hope you LIKE, ENJOY, and LOVE my lesson! http://www.engvid.com/english-vocabulary-like-dont-like/ TRANSCRIPT Hello. My name is Emma, and in today's lesson, I'm going to teach you some new words you can use to say: "like" and "don't like". Okay? So, one thing I notice with a lot of students is they always say: "I like Justin Bieber.", "I don't like Justin Bieber.", "I like movies.", "I don't like movies." It gets a little bit boring. Okay? It's... If you're always using this word... There's no problem with the word "like", but it does get a little bit boring. So, today, I'm going to teach you some new expressions that are more exciting, that mean the same thing. So, let's look at some of these words. Okay. So, I have here the word: "I like reading." This is something I love doing. And then I wrote something I don't like. "I don't like cooking." I'm terrible at cooking, and it's actually one of the things I really, really do not like in my life. I want you to think about something you like and something you don't like. Maybe you like movies. Maybe you don't like winter or cold. Okay? So think about one thing you like, and one thing you don't like. Okay. Once you have that in your mind, I want you to follow me as I teach you some words to describe your feelings. Okay? So, the first word we can use when we talk about like is "enjoy". For example: I enjoy reading. I enjoy movies. I enjoy shopping. I love reading. I am passionate about reading. For this one, it means very strong like; you really, really like something. You are passionate about reading. Okay? And I do really like reading a lot, so I would use this. Please pay attention to the preposition that goes with this. "I am passionate about" something. Are you passionate about music? Are you passionate about Justin Bieber? Or maybe you're passionate about the Beetles, or Taylor Swift. Maybe you don't like them at all. But think about something you're passionate about. We can also use the word: "I am fond of reading." I am fond of reading. Similarly, I am a fan of reading. I am a fan of hockey. I am a fan of soccer. I am a fan of baseball. I am a fan of Canada. Okay? So, again, this means you really like something. "I am interested in..." I am interested in shopping. If you like a guy or a girl, you can also use this too, for someone you have a crush on. I'm interested in Brad Pitt. I'm interested in... Not Justin Bieber, but I can't think of any other names. I'm interested in Bob. Example. "I am into..." I am into scuba diving. I am into travelling. I'm into going to the beach. Okay? So, again, all of these mean the same thing, pretty much as "like" or "love". So, now, let's look at some words that have the opposite meaning: don't like. Okay? And like I told you before, I don't like cooking. I hate cooking. Now, if you want to sound like an academic at an academic level, we also have this word "loathe", and it means hate like a lot. You really, really hate something; you loathe it. Not love it. Loathe. Okay. You can't stand it. I can't stand cooking. I am not much of a fan of cooking. Cooking drives me crazy. I am sick of cooking. I am tired of cooking. Cooking is not my cup of tea. So this one, actually, I really like. It's a very strange expression: "Not my cup of tea", and it means you don't like something. Justin Bieber is not my cup of tea. You know, certain types of food, they're not my cup of tea. Okay? "Not my cup of tea." And again, this has nothing to do with tea; it actually just means you don't like something. You can also say: "It's not my thing." Cooking is not my thing. Playing video games is not my thing. Okay? So just some examples, here. So, when you're speaking to your friends, when you're talking maybe in class, I want you to try to use some of these words just so you're not always saying: "I like, I don't like". These will make your vocabulary a lot more interesting.
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http://www.engvid.com/ Oh no! My IELTS test is coming, and I am not prepared! Sound familiar? In this video I will give you tips on how to do well on one of the hardest parts of the IELTS. I will explain a specific type of question you may find in the Reading module of the IELTS: True, False, or Not Given. After watching this class, you can try to do some practice questions. After all, practice makes perfect. http://www.engvid.com/ielts-reading-strategies/ TRANSCRIPT Hello. My name is Emma, and in today's video, we are going to be looking at the IELTS, that scary test a lot of you have to do. We're going to look at, specifically, one type of reading question for the academic reading. So this isn't for the general; it's for the academic reading. We're going to talk about the question that has to do with "true, false, or not given". So this is a specific question. It may or may not be on your test, but I think, personally, this is one of the most difficult questions on the reading section of the IELTS. So I'm going to give you some tips and strategies on how to do well on this section. Okay, so let's get started. In this section, what you are going to find is a reading passage. So you will have a long passage on maybe cybercrime, maybe food security, on the history of the Internet -- it can be on anything. After the passage, there will be some statements, some facts, okay? What you need to do is you need to say if the fact matches -- if it's true based on the reading, if it's false based on the reading, or if the information is not given in the reading. So I will explain "true", "false", "not given" in detail in just a minute. Okay. What else to know about the "true, false, or not given"? Another important thing about this question is we're not talking about the question that has to do with the writer's opinion. There's a very similar question on the IELTS that asks about the writer's opinion. That's the "yes, no, not given". This is only on "true, false, not given", not "yes, no, not given". Just -- hopefully, that will clear up any confusion. Okay. So let's get started. What do they mean by "true" in these questions? When would you write "true"? I will show you. You can write "true" or "T". "T" is shorter. If there is a fact and it is clearly written, you write "T". If the fact is clearly written in the reading, you would write "T". You'll often see synonyms, and, again, write "T" only if you actually see this fact written. If you know the fact is true, but it's not written, don't write "true". Only write "true" if, with your eyes, you read it, and you see it in the fact. You see it in the reading; write "true". So I'll give you an example of this type of question. Here is just a part of a passage. The reading is a lot longer, but here is a short version that you might find on the IELTS. "This increase in cybercrime has alarmed many experts." So it would be a long passage. You might see something like that. And then, at the end of the reading, one of the statements you might see might say, "Cyber crime is on the rise." You need to say if this is "true", "false", or "not given". So how do you know if it's "true", "false", or "not given"? My advice to you is first, read the statement: "Cyber crime is on the rise"; underline any key words. "Cyber crime" -- this is a keyword. "is on the 'rise'" -- that's a keyword, okay? Then you go back to the reading passage, and you quickly scan for these words or synonyms. What are "synonyms"? "Synonyms" are words that mean the same thing but are different words. So what is a synonym of "rise"? "Increase", "go up", okay? So let's see if we can find "cyber crime" or "rise". So I would scan the passage -- oh, the word "increase", "cybercrime". So "rise", "increase", okay. So I found a synonym. Now, it's important for me to read very carefully to see if there are any contradictions. What does the sentence say? Does it really match? "This increase in cyber crime has alarmed many experts." "Cyber crime is on the rise." Both of these -- both the reading passage and the fact or the statement are saying cyber crime is increasing. It's going up. So that would mean it's true. So I could write a "T" beside this, "true". Okay. One thing to look out for with "true": Sometimes you will see words like "some", "all", "only", "never", "usually", "often", "sometimes". Be careful with these words, okay? Because if it says, "Some people in Canada like to eat poutine", and you see the sentence saying, "Poutine is always eaten by Canadians", even though you see the two words -- oh, "poutine", "poutine" -- one says "always", one says "some". So this would not be a true statement. So be on the lookout for "some", "all", "only", "never", "usually". This is where they try to trick you on the IELTS...
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Is it difficult for you to understand or remember what you read? In this video, I will teach you an easy method that will help you become better at reading difficult material such as textbooks and journal articles. It is known as the "KWL" reading method. You will also remember more of what you read by using this method. If you plan to study at an English school, college, or university, this method will really help you. You can also use this method to help you in the IELTS and TOEFL exams. Try the KWL method yourself and tell me how it works for you in the comments! Take the quiz! https://www.engvid.com/kwl-reading-method/ TRANSCRIPT Hello. My name is Emma, and in today's video I am going to teach you how to be a better reader. So I want you to think about your life. Are there any things that are very difficult for you to read? Maybe you have to read something in English and you really don't understand what's happening in the story. Or maybe you're in university and you're taking a very hard course and you can't read the textbook because it's really difficult and you don't know what's happening. Well, if you're having difficulty reading or even if you just want to remember what you read more and be a better studier, this video is for you. So first let's look at some things students might be reading that might be causing difficulty. Some students in their universities they have to read textbooks. If you go to university or college, or also high school, you have to do a lot of reading and you have to do a lot of complicated reading, especially for sciences, maths, history. So, this is a very good method. I'm going to teach you how to read these books better. Newspapers. Sometimes you'll be reading the newspaper and it's difficult, especially in another language. So if you're reading a newspaper and, you know, you want to be better at reading it, this video is for you. Internet sources. There's a lot of great things on the internet to read, and so this will also help you if you look reading things from the internet. Magazines. Journals, for anyone who's a professional, whether you're a doctor, a nurse, a historian, or if you're in university or college, a lot of the times you have to read something called a journal, which is something for professionals to read about their field. So it's usually modern research. These things can be very difficult to read, so if you're reading these, this is a great technique for you. If you're doing the TOEFL or IELTS. Although I wouldn't recommend using this technique on the actual exam, I think it's great for your practice tests and I'll tell you why a bit later. So you can use this when you're practicing for the TOEFL and IELTS. And finally, if you're reading Shakespeare. When I read Shakespeare I had no idea what was going on. It was very confusing, all of the old English. I found it very difficult to read. There are also a lot of books that can be very, very hard to read. So these techniques will really work for you for any of these situations and many more. So before I teach you about the KWL technique, I just want you to think about reading for a second. Okay? A lot of people when they pick up a book, that's all they do. They open it up and they start reading right away, and then they close the book and then a lot of the times they don't really remember anything they read or they don't understand what they read. So it's a lot of wasted time. I like to think of reading how I think of jogging or running. So if we look here, I have the word "running" or "jogging". If you like exercise, any type of exercise kind of follows this format. So, reading is a lot like running. What a good reader does is they have a warm up period. So if you think about running, before you go running you usually stretch. Maybe you'll do a little bit of movement to get your heart pumped. So you don't just start running. You do a warm up. The same is true with reading. The best reading... The best readers usually do a warm up. For exercise, people then usually run or jog for a certain amount of time, and then afterwards they have what we call a cooldown period. So, "cooldown" is usually when somebody wants to slow their heartrate, so maybe they walk instead of run, maybe they do more stretches, but they don't just stop what they're doing. They slowly, you know, do slower activities before they stop jogging or running. So if you think about reading like exercise, you should also have a warm up, and then you read, and then the cooldown. This is the meat. This is the main idea of the KWL method, and I'm going to teach you exactly how we can do all of this when we read.
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http://www.engvid.com/ Immigrate, emigrate or migrate? These three words look similar and have similar meanings. In this vocabulary lesson, I will explain the meanings and differences between these three commonly mixed-up words. Take a quiz on this lesson at: http://www.engvid.com/vocabulary-immigrate-emigrate-migrate/
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Do you sometimes feel like you're not improving your English? The good news is that you are improving, but you just aren't noticing it. In this video, I recommend some helpful tips you can use to evaluate your progress. We will talk about keeping a journal, goal setting, and other techniques you can use to evaluate your learning process. After watching this useful lesson, you will have new tools to measure your success. http://www.engvid.com/help-im-not-improving-my-english/ TRANSCRIPT Hi, there. My name is Emma, and in today's video, I am going to discuss something that is a problem for a lot of advanced students. That problem is: "Help: I'm not improving my English anymore." Okay? A lot of advanced students believe that they are no longer improving. They've learned the present perfect, they've learned the past tense, they know a lot of vocabulary, and they just feel like they're no longer getting better in English; they feel like they are at the same level. So, in this video, I am going to tell you three ways to stop you from feeling this way, because it's not true. Okay? You probably are improving; you just don't realize it. So, the first thing I want to do is explain why these feelings are normal. I have here a graph. This means beginner, this is advanced, and intermediate would be here. For a lot of students, they remember when they were a beginner. They learned a lot. You learn past tense, you learn all sorts of new vocabulary, you learn: "Hello", "Good-bye", "How are you?" There's a lot you learn as a beginner, and you actually learn quite quickly. Okay? The first day you learn English, maybe you learn five words; the next day maybe you learn 10. You're learning very, very quickly. As you get more and more advanced, the learning actually starts to kind of trickle off; it starts to almost plateau. You're still learning, but you're not learning as much as you did when you were a beginner. You don't feel the same way as you did when you were... When you were a beginner. So, this is a very normal feeling. How do you deal with this? Okay? How do you deal with this frustration? Well, first of all, a lot of students, they don't realize how much they're actually learning, because they don't think about what they're learning. They go to school and then they come home, or they go to work and come home, and they just, you know, they don't think about it. Well, so this is why I recommend making a self-reflection journal. Okay? If every day you write what you have learned that day about your English vocabulary, maybe grammar, this will help you recognize that yes, you are learning. Okay? Yesterday, maybe, you know, you learned five new words. When you write these words down, then you have proof, you have evidence of how much you actually are learning. And you can think about, and this will help you with that frustration. So, what I would recommend doing is buy maybe a diary or a journal, and in that journal just write: "What did I learn today?" Did you learn some new idioms? Did you learn a new expression? A new word? A new grammar point? Okay? So write down everything you've learned, and then it's good to think about: what do you want to learn tomorrow? If you think about what you want to learn, you're more likely to actually learn it, and this will really help you get over this plateau. Okay? A second thing you can do, which will help you with this frustration, is in terms of goals. Okay? A lot of students, when they make a goal, their goal is too big; their goal is: "I want to learn English. This is my goal. This is what I want to do." The problem is this doesn't tell you how you're going to do it, and it's just too big; you can't measure it. It's very difficult to measure this goal, so I've put an "x" here. Instead, you should pick a smaller goal. Okay? So, for example: "Today I will learn five verbs." You could be even more specific. "Today I will learn five verbs about swimming." Maybe you want to practice pronunciation. "Today I will use 'I'll' instead of 'I will' three times.", "Today I will use the present perfect two times." So when you actually make a goal and you have very specific numbers, and times, and detail, this will really help you to get over this hump because you know that you are actually improving, you have evidence, you have this journal, you have these goals, and it's a lot easier to meet these goals. Finally, a third thing you can do if you're feeling frustrated because of this is you can tape record yourself speaking. You can either buy a tape recorder, or use your phone or computer. Talk about something for one minute, and then listen to your mistakes. Okay? Keep doing this every day. Measure it. Listen for specific mistakes, and see: are you improving?
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http://www.engvid.com/ 'Meanwhile' or 'while' -- which one should you use? In this short English grammar class, you will learn about the words 'meanwhile' and 'while' and how they are confused. You will find many examples, and afterwards, you can take my quiz to test your knowledge. http://www.engvid.com/while-meanwhile/ TRANSCRIPT Hello, my name is Emma, and in today's video, we are going to talk about the difference between: "meanwhile" and "while". Okay? So, often times, these words are confused and I will tell you when to use which. So, let's get started. First of all, I have two sentences. The first sentence: "I will do my homework while you watch TV." The second sentence: "I went to a concert. Meanwhile, my friend was at a restaurant." Okay, I want you to think for one second. Can you see any differences between these sentences? I know they're different sentences, but try to think: what is the difference between: "while" and "meanwhile"? Take a guess. Okay. So, let me explain some of the differences. Both of these: "while", "meanwhile", both of them have a very similar meaning. You use it when two things, two actions are happening during the same time, at the same time. Okay? So when two things are happening usually at the same time. So, the difference is really in how we construct the sentence. If you look at my chart here, I have: "while" versus: "meanwhile", or: "meanwhile" versus: "while". One of the first differences I want to point out is that "meanwhile" connects two sentences. So we have our first sentence: "I went to a concert. Meanwhile, my friend was at a restaurant." So: "meanwhile", you always need two sentences; the actions are split up into two sentences. Another thing that's important to know is that you can't have "meanwhile" here. "Meanwhile, I went to a concert. My friend was at a restaurant." It doesn't work. It always has to be two actions, and "meanwhile" goes between these two actions. So there's always a sentence about an action, and then "meanwhile" with the second action. Okay, so it connects two sentences. With "while", what do you notice? "I will do my homework while you watch TV." How many sentences are there? If you said: "one", you are correct; this is just one whole sentence. So, we still have two actions. The first action: "I will do my homework", second action: "you watch TV", but it is all in one sentence; there is only one period, not two. So that's a major difference between: "while" and: "meanwhile". Two sentences versus one sentence. What's another difference? Let me jump here. Notice where "meanwhile" is located in the sentence. It's at the beginning of the second sentence, like I mentioned. So you say the first sentence, "meanwhile", second sentence. Whereas with "while", it can be at the beginning or middle of a sentence. So, for example, I could say: "I will do my homework while you watch TV." This is in the middle of a sentence. But I could change this sentence to: "While you watch TV, I will do my homework." So you have a choice with this; it can be here or here. I could say: "While I... While I do my homework, you can watch TV." So the placement of "while" can change, "meanwhile", it can't change; it's stuck where it is. So let's look at some more differences. So what are some other differences between: "while" and "meanwhile"? Well, one of them you might have noticed is the comma. "Meanwhile"... So I have some sentences... Some new sentences here. Actually, let me first tell you these sentences. "Every day, I eat breakfast while reading the newspaper." "While you sang, I took pictures of you." "Mom worked all day. Meanwhile, I was at school." So what can you notice about commas? There is a comma always after "meanwhile". Okay. So that's a difference. With "while", is there a comma right after "while" like this? No. There's no comma there. Okay. What is another difference? Well, "meanwhile" is followed by a subject. What's a subject? "I", "you", "she", "he", "they", "we", "the dog", "the cat", these are all subjects. So if we look at "meanwhile" - jump to this side -, so: "Mom worked all day. Meanwhile, I"... "I" is a subject. So we have subject, and then the verb: "I was", "Meanwhile, she was", "Meanwhile, he ate a sandwich", "Meanwhile, we went the mall." So you always need a subject after "meanwhile". With "while", it's a little different. You can have a subject, like for example: "While you sang, I took pictures." So here you have your subject. But it's not always necessary. Often times, "while" is followed by a verb with "ing". Here's an example: "Every day, I eat breakfast while reading the newspaper." There's no subject, it's just I know that it's talking about "I", you don't have to repeat the "I". So "while" can be followed by verb-"ing". I could also say: "While reading the newspaper, I ate breakfast." Okay? So these are some more differences.
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http://www.engvid.com/ Want to improve your conversation skills? In this lesson, I will teach you three common conversation expressions. By learning these expressions, you'll make it easier for people to understand what you're saying, and your speech will flow more naturally. After the lesson, take the quiz at http://www.engvid.com/3-expressions-for-conversations/ to test your understanding.
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http://www.engvid.com/ "I'm about to go study" or "I'm not about to go study"? What do these sentences mean? How do we use about, about to, and not about to in English? You are about to watch a vocabulary lesson in which I will explain the difference between these expressions with many examples. You'll also hear the Canadian pronunciation of "about" that many people find funny! Take the quiz on this lesson here: http://www.engvid.com/english-vocabulary-about-to/ TRANSCRIPT: Hi there. My name is Emma, and today's video is about the word "about". So before I begin, well it's also -- sorry --, it's about "about", "about to", and "not about to". So we're going to look at what "about" means, what "about to" means, and what "not about to" means; they have different meanings. But before I begin talking about the grammar and what these expressions mean, I just want to say that you'll notice I have a Canadian pronunciation of "about". Okay? So, if you ever hear an American make a joke about a Canadian, one of the jokes they often make is about the way Canadians say "about". For me, I don't actually hear the difference between how Americans say "about" and how Canadians say "about", but any time I go to the States, as soon as I say this word they go, "You're a Canadian." So just so you're aware: I have a Canadian pronunciation of the word "about". So let's get started. First I'm going to talk about the word "about", then "about to", and then "not about to". Okay, so "about". Now, there are many different meanings of the word "about", I'm just going to go through two of the most common. So these are not all the meanings, there are a lot of meanings. This is just... these are just the two most common. So I have an example sentence here: "It's about five miles to town." So this means it's close to five miles to town; it's around five miles to town. I'm not saying exactly, it's five miles. I don't know, maybe it's 5.2 miles, maybe it's 4.9 miles, but it's around five miles. I could say, "It's about three o'clock." I don't mean it's exactly three o'clock. Maybe it's 2:59, maybe it's 3:05; it's close to that time. Okay? So that's the first meaning that we use very often when we want to say: "It's not exactly, but it's close to." The second meaning is when we want to say what the subject is, we want to know what the subject of something is. So you might ask somebody: "What's Titanic about?" So this is: -"What is the subject of the movie?" -"Well, it's about two people who fall in love on a sinking ship." Another example of the same idea with subject -- I love this question --, "What are you thinking about?" So I have a friend who always asks her husband this question. She looks at him and she says, "What are you thinking about?" And he's probably not thinking about anything I'm pretty sure or maybe work, and he always says to her, "Nothing. Nothing, I'm, I don't know. I'm thinking, I don't know, sports?" So my friend always asks this question hoping that he will say something very deep, maybe something romantic, maybe something sweet. But usually, I'm pretty sure he's not really thinking about much. So these are probably the two most common usages of "about". So again, "close to" and you want to know the subject. So now let's look at "about to". Okay, so now I'm about to talk to you about "about to". So "Be + about + to", this has its own unique meaning. So "be" is a verb, then you need "about", and don't forget this little preposition, this is important: "to". What does this mean? It means you're going to do something soon; you're very close to doing something. So for example: "I" -- you have your subject -- "am" -- which is the "I" form of "be" --, "I'm about to eat dinner. Can I call you when I finish?" So this means: "I haven't started dinner yet, but I'm going to eat dinner soon. Can I call you when I finish eating dinner?" Okay? So very simple meaning. My second example: "The movie is about to begin." So here we have "is" which is the third form of "be", "about", and "to". So we have "Be about to + a verb". "Be about to sleep.", "I'm about to sleep.", "I can't do my homework, I'm about to sleep.", "I'm about to go to class.", "I don't have time to talk because I'm about to go to class." Meaning: "I'm going to class soon." Okay? So that's "about to". Now, "Be not about to" actually has a different meaning. Okay? So although it's similar, you still have your "to", the only difference is this is in a negative; the meaning is different. "Be about to" has to do with determination. So, what do I mean by this? Well, here is an example: I might say, "I am not about to stop studying English because I failed a class." So this is a strong way to say... We don't write this, this is something we say in speech when we talk. You're showing the person you have determination. In this case: "I'm not about to stop studying English because I failed a class", you're showing you're not going to give up.
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http://www.engvid.com/ Most, almost, or almost all? In this English lesson for beginners, we examine a common mistake students make. Do 'almost all' and 'most' mean the same thing? "Almost cats like birds", "almost all cats like birds", or "most cats like birds"? What is the difference? Almost all of you will get something from this lesson.
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http://www.engvid.com/ Practice speaking on the phone with me, Emma! Do you know how to speak on the phone? Do you feel nervous talking on the phone? In this survival English video, I teach you common expressions to use on a phone call. By learning these expressions, your telephone conversations will become clearer and you will understand more. You can practice these expressions by taking our quiz. http://www.engvid.com/speaking-english-how-to-answer-the-phone/ TRANSCRIPT Hello. My name is Emma. And in today's lesson, we are going to be learning some important telephone expressions. Okay? I know a lot of students get very scared when they have to talk on the phone, and it's understandable; it can be very scary when you can't see the person's face when you're talking to them. So one great idea if you're afraid of talking on the phone in English is to memorize key expressions that we use all the time. This way, it will improve your listening, you will know what people will probably say on the phone, and your speaking will improve too. All right? Now, in this video, we're actually going to practice these expressions together. In my pocket, I have my cellphone. All right? So what is going to happen is I will teach you an expression, and then I will pretend to be on the phone, you can pretend to be on the phone too. I will say something, and you say the correct expression to me. All right? So, if you don't understand, that's okay - you will in a moment. Let's get started. Now, when somebody calls you... "Ring, ring, ring, ring" First thing you say is: "Hello?" As in a question. "Hello?" All right? And then what happens? The person who's calling asks a question. They can do this in different ways. I've listed four different ways, the most common. Sometimes they'll say: "Is __________ there, please?" "Is Emma there, please?", "Is Daniella there, please?" "Is Yvonne there, please?" Okay? A very common way. And notice: "please", very important to be polite. You can also say: "This is __________" - Emma - "calling for _________." Whoever you're calling. So, if I'm calling you, I might say: "Oh, hello. This is Emma calling for Daniel", "This is Emma calling for Joseph.", "This is Emma calling for Pete." Okay? So this is a common expression, especially if you're at work, this is the one we would use a lot at work. This one is a little more informal; you'd probably use this one more if you're calling your friends or calling someone in not a business situation. This is also another informal one: "Is __________ in?" So all of these blanks are the name of the person who the caller wants to speak to. "Is Emma in?", "Is John in?", "Is Mary in?" Okay. So, again: "Hello. Is Mary in?" Informal. Last one: "May I please speak to __________?" Emma. "May I please speak to Mary?", "May I please speak to the doctor?" All right? This one is more formal. So we have sort of formal/informal, formal, informal, and last one, formal. All right, so let's get your phone out. All right? Whether you have a real cellphone or your hand, and let's practice a statement. So you're going to be calling me. You're going to use one of these expressions. Pick whichever one you want and practice it. All right? Let's get started. "Ring, ring, ring, ring." "Hello?" Perfect. All right? So you can watch this video again and again; practice, practice, practice until you have it memorized, until it is easy for you. All right, now how do I respond or how..? How does the person you're calling respond? If you say: "Is Emma there, please?" I would say: "Speaking." Which means: "Yes, it's me, it's Emma." I wouldn't say that, I would just say: "Speaking." Or I could say: "__________ speaking. How can I help you?" [SM1]"Emma speaking.", "Emma speaking. How can I help you?" "This is __________." [SM2]"This is Emma." Or: "This is he.", "This is she." All right? So again, these represents the... The name of the person. This... These blanks are names. All right? So let's try one. I want you to pick any of these. All right? Now, I'm sorry - there are so many of you, I probably will not pick your name when I ask this question. So today, I am going to call you all "Bob". I'm sorry if that's a problem, but today, you are Bob. All right? So I want you to either say: "Speaking.", "Bob speaking.", "This is Bob." Just for practice. All right. So get your phone ready. "Ring, ring, ring, ring" So you say: "Hello?" And I say: "Is Bob there, please?" What do you say? Good, very good. All right, so let's learn some more expressions. Okay, great. So we've gone through the first part of a phone call. - "Hello, is Emma there, please?" -"Speaking." All right? Now what? What if someone calls you and you pick up, but they're not looking for you; they're looking for your brother, they're looking for your mother, they're looking for someone else - what do you say?
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http://www.engvid.com/ Want to become a better writer? In this video, I will share five easy and quick tips that will improve writing in formal and academic settings. If you're in college or university or plan to study overseas, this video is for you! Watch the lesson, then take the quiz: http://www.engvid.com/5-tips-to-improve-your-writing/ Next, watch my Top 5 Writing Tips video: https://www.youtube.com/watch?v=xu2gm-Y4RXs
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http://www.engvid.com/ Is my computer outdated or state-of-the-art? In this vocabulary lesson, I will teach you words that can be used to describe technology and computers. This video will help you to improve your vocabulary and score higher marks on the TOEFL and IELTS. Watch to find out if you are a technophile or a technophobe, if your computer is cutting-edge and user-friendly, and whether you prefer technology to be bulky or compact. Then take a quiz on this lesson here: http://www.engvid.com/technology-vocabulary/
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Do you know what "in a nutshell" means? What about "the bottom line"? They both have in common that they announce a conclusion. In this English class, I will teach you some common expressions we use in speech that tell the listener that we are about to conclude what we want to say. You will learn "to sum up", "all in all", "in a nutshell", "the bottom line is", and "for these reasons". I will also explain some expressions that are useful in writing but sound strange in speech. Last but not least, test your knowledge by taking our quiz at the end of this video. http://www.engvid.com/conclusions-how-to-finish-speaking-in-english/ TRANSCRIPT Hello. My name is Emma, and in today's video, I'm going to teach you a little bit about speaking. I'm going to teach you some expressions that can really help you if you're giving presentations, if you're taking the TOEFL, if you're taking the IELTS, or just generally for business English and also in university classes. Okay? So these are all going to be expressions you can use when you speak. Now, the expressions I'm talking about specifically are expressions you can use after you've finished talking, just to, sort of, conclude. Okay? So these are ways to say, "In conclusion." So I have here two expressions: "In conclusion", "thus". Okay? I don't know if you've ever seen these expressions before, but if you've written an essay, you've probably seen these. These come at the very end of an essay. In speech, we don't really use these. Okay? "In conclusion" and "thus", they're very, very formal, and so they sound a little strange. Okay? If you are a university professor, yeah. Maybe you'll use this. But for most people, they're not so common. So when we speak, we don't really use these. We use these in writing, not speaking. Okay? So I want you to imagine this. Imagine I am giving a speech. I'm giving a presentation, and I'm talking about why dogs are great pets. Okay? So imagine this. I've told you first, dogs are very loyal. They're man's best friend. Maybe I've talked a little bit about how cute dogs are, how they're so obedient, they listen to their owners, and how they really help people. You know, they help people who are blind. They help people who are lonely. They help people, you know, for herding sheep. There are a lot of things that dogs do. So imagine I give a whole presentation about dogs. Now, at the very end, I really want to just say one more time how great dogs are. Well, I can use any of these expressions to show that. So for example, "to sum up". Okay. So I've just talked a lot about dogs. At the very end, I might say something like, "To sum up, dogs are great pets." Okay? I might also say, "Yeah. You know, dogs are loyal, so they make great pets." I might say, "In a nutshell, dogs make excellent pets." I really do like this expression, by the way. It's a common idiom. And it's pretty interesting because "nutshell" -- I don't know the history of it, but "in a nutshell" means pretty much the same as "in conclusion". We can also say "the bottom line". "The bottom line is dogs make excellent pets." If I've given a lot of reasons -- you know, dogs are clean; they're cute; they're smart. "For these reasons, dogs make excellent pets." And finally, "All in all". It's like from that Pink Floyd song, "All in all, there's just another brick in the wall." "All in all", again, means "in conclusion". And we use it a lot in speech. "All in all, dogs make wonderful pets." Okay. So these expressions are very, very useful for when you're doing presentations, in business meetings. If you ever take the TOEFL or IELTS, you can use these if the examiner asks you a question. To finish off your answer, these are all wonderful expressions. So all in all, use these expressions. They're great. In a nutshell, these expressions mean the same thing as "in conclusion" and "thus". The bottom line is, don't use these expressions; use these when you're speaking to finish off your answer or to finish what you're saying. Okay? So I invite you to come visit our website at www.engvid.com. There, you will find a quiz where you can practice all of these expressions. You can also subscribe to my YouTube channel. Thank you for watching this video, and until next time, take care.
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"The leg of the dog" or "the dog's leg"? "England's role" or "the role of England"? "Almost all students" or "almost all of the students"? In this lesson, I'll teach you when to use the preposition 'of'. Although it's a small word, mastering 'of' is a challenge for many students. Let's solve the mystery of the word 'of' together. Take a quiz on this lesson here: https://www.engvid.com/prepositions-in-english-of/
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Watch this lesson to get a better score on Task 1 of the academic IELTS. Panicked about the writing section of the IELTS? Or do you work in a field that requires you to present graphs? This English lesson will teach you key vocabulary to use when describing different types of graphs, a requirement in task 1 of the IELTS writing section. I will explain what you must do in Task 1, how you will be marked, and key expressions to use. I'll also give you some tips to help you achieve a high score on the IELTS. After the lesson, test yourself with the quiz at http://www.engvid.com/ielts-task-1-vocabulary/ For a complete, free guide to the IELTS, go to http://www.GoodLuckIELTS.com/
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What do the words "newspaper", "bedroom", and "blackboard" have in common? They are all compound nouns. In this video, I will teach you what compound nouns are and how to pronounce them correctly. I will also be teaching you about pronunciation stress, which will help you sound more like a native speaker. After watching, take the quiz to practice everything you have learned. http://www.engvid.com/pronouncing-compound-nouns/ TRANSCRIPT Hi, there. My name is Emma, and in today's lesson, I'm going to teach you what a compound noun is, and how to pronounce compound nouns. So, in this video, you're going to learn pronunciation and also about what is a compound noun. So, let's look at what a compound noun is to get started. I have here five words. "Bed", "news", "hair", "sun", "foot", and beside them, I have another word: "room", "paper", "cut", "glasses", "ball". These are examples of compound nouns. So, you might have guessed it already, a compound noun is where you have a word and another word that have been put together to form a new word. So, "bed" and "room" together become "bedroom". "News" and "paper" become "newspaper". "Hair", "cut" becomes "haircut". "Sun" and "glasses" is "sunglasses". And finally, "foot" and "ball" is "football". Pretty simple, I think. So, what I would like you to do now is I want you to take out a piece of paper and a pen, and try to think of as many compound nouns as you can. Okay? So take a moment, pause the video, brainstorm for maybe one to two minutes all of the compound nouns you can think of. All right. Okay, so now that you have your list of compound nouns, I want to teach you about how to pronounce these words. Okay? So, the key here is a compound noun is made up of at least two words. Where do you think the stress is? What part of the word do you think we say louder and longer? What do I mean by this? Well, for example, do you think I say: "bedroom" or "bedroom"? If you said "bedroom", you are correct. For compound nouns, the very first part or the first word in the compound noun, we say it longer and louder. All right? So repeat after me: "Bedroom. Bedroom". Okay? And again, here: "news" is the part we say louder and longer. "Newspaper. Newspaper." Okay. Here, again, we say the first part louder and longer. "Haircut. Haircut." Okay. Can you guess where the stress is going to be here? If you said: "On 'sun'". You are correct. "Sunglasses. Sunglasses." Okay? And I'm saying the first part very loud and long, maybe a little bit too exaggerated. But with stress, it's very important to stress your syllables correctly, because this can really impact whether or not a native speaker understands you. So, this is very important. Stress is very important. Okay. Finally: "Football. Football." So what part was louder? This part was louder. "Football." Okay? So, let's try to say some of these words in a sentence, and I want you to repeat after me and pay attention to the stress. Okay? So, I have this sentence: "My bedroom is nice." So, again, this is the part that's loud. "My bedroom is nice.", "Your sunglasses... Your sunglasses are pink like the sunrise." Oh, great, we have another compound noun right here. "Sun" and "rise", they are two different words that have been brought together. So "sun" will be louder. "Your sunglasses are pink like the sunrise." Okay? And finally: "She pays football." So, again, we have our stress at the first word. "She plays football." So, again, you can find these compound nouns everywhere. If you look in an English newspaper, if you look on an English website, there are thousands of them. So this is quite important. Again, it's usually the very first word within a compound noun that is stressed, that is longer and louder. So, I invite you to come check our website at www.engvid.com. There, you can actually do a quiz to make sure you understand what a compound noun is. You can also subscribe to my YouTube channel where I have a variety of videos on many different subjects. Until next time, take care.
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Do you sometimes struggle to begin writing an essay when taking an exam? Good news! There is an important writing skill that will help you improve your essay introductions. This technique is called "paraphrasing", and it means rewriting something using different words. In this lesson, I will teach you how to paraphrase successfully and how to change essay questions into your own words. These skills are very useful for university and high school students, as well as any students writing English proficiency exams like the TOEFL or IELTS. TAKE THE QUIZ: http://www.engvid.com/how-to-write-a-good-essay-paraphrasing-the-question/ WATCH NEXT: Essay Writing – 6 ways to compare: https://www.youtube.com/watch?v=F8WSzwBD7GQ TRANSCRIPT Hi, there. My name is Emma, and in today's video I'm going to teach you something very important for if you're taking any type of test that has a writing component. So, if you are taking the IELTS, the TOEFL, the CELPIP, even just a university test, it can be any type of test, but if you're asked to write something like an essay or a paragraph, this video is for you. Okay? So I'm going to teach you a very important skill that will help improve your marks when it comes to writing on tests. So, let's get started. So, I have here an essay question. This question is actually... I've seen it on the IELTS. You know, you have similar types of questions on the TOEFL, sometimes in university. The question is this: "Education is the single most important factor in the development of a country. Do you agree or disagree?" Or maybe: "To what extent do you agree or disagree?" So, this is an example of a question you might be asked. Now, a problem a lot of students have is in their answer to this question. They see this, and they think: "Okay, education is the most important factor in the development of a country, yes, I agree." So then they... Or: "I disagree", and they start writing. And what do they write? Usually the very first thing students will write is this: "I agree that education is the single most important factor in the development of a country because..." So, what is the problem with this? Is there any problem to start off your essay with something like this, or to start off your answer? There's a big problem. So I want you to take a moment and think: "What could be the problem with starting your essay off with this sentence?" Okay, well, if you noticed, you have here the word: "education, education, is, is, the single most important, most important factor". If you notice, these are the same. They're the exact same, except for: "I agree that" and "because". The student, here, has used the exact same wording that is in the question. So, if you do this on the IELTS-and many students do this, same with on the TOEFL-you actually will lose marks, and same with in university, because you're not showing your abilities; you're just copying what somebody else has said or what the essay question is. So, in this video, I'm going to show you first off... First off, I'm going to tell you: Don't do this, don't copy. And I'm going to teach you ways in order to improve yourself and your answer by changing this wording. How can you change your introduction so it's different than what the question is? Okay? So, let's look at how to make these changes. Okay, so what we are going to do in order to change the question into a proper answer that doesn't just copy the question, is we are going to paraphrase. So, the word here is: "paraphrase". This might be a new word for you. What does it mean to paraphrase something? Well, when we paraphrase, it means we take a sentence that, you know... We take somebody else's sentence and we change it into our own words. Okay? So, we change the words of a sentence, we also change maybe the sentence structure, but we keep all the same meaning. Okay? So, the meaning from the sentence you copy, it stays the same, same meaning, but different words and different sentence structure. Okay? So it's in your words, but this other person's meaning. So, we are going to paraphrase this example of a question into our own words. So, first we're going to look at how to do that using vocabulary and synonyms. So, we have here the same question: "Education is the single most important factor in the development of a country." How can we put this into new words or our own words that keep the same meaning? Well, we can use synonyms. So, this might be a new word for you, too. A "synonym". "Synonyms" are words that have the same meaning, but are different words.
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Do you know what a 'silent syllable' is? It's actually one of the topics you have to master in order to sound more like a native English speaker. In this video, you'll learn what syllables are, which words have silent ones, and how to correctly pronounce some common words with silent syllables. You'll also learn to count syllables, so you know how many syllables are in a word. Practice these words by taking our quiz at the end of the video, and start speaking English more naturally today. http://www.engvid.com/speak-english-naturally-silent-syllables/ TRANSCRIPT Hello. My name is Emma, and in today's video, I am going to teach you about some pronunciation mistakes that you're probably making. So, if you look beside me, I have a bunch of words. These are some of the most commonly mispronounced words in English by English... By students who are learning English. So today, I'm going to teach you how we actually pronounce these words. So, the title of this video is "Silent Syllables". All of these words have a silent syllable in them. Now, you may be wondering: "What is a syllable?" Well, a syllable is usually a vowel sound, sometimes it can also be a consonant-vowel sound. So, if that's a little bit confusing, let's look at some examples. Here is the word "cat". It has one syllable. If I clap my hand, "cat". Okay? Now, compare this to the word "student", which has two syllables. Compare this to the word "beautiful", which has three, and we have here the word "incredible" which has four. Okay? So each of these has a different number of syllables. You'll also notice that the length of the word is different. "Incredible" is longer than "beautiful", "beautiful" is longer than "student", and "student" is longer than "cat". Okay? So, a silent syllable is a syllable that people believe we're supposed to pronounce, but we don't actually pronounce it. Let's start with this one, because this is the most common mistake I hear in my classrooms. Many students pronounce this word as "com-for-ta-ble", they believe it has four syllables. This is not true. I want you to listen carefully to how I pronounce this word: "comfterble", "comfortable". How many syllables did you hear? "Comfortable". If you said three syllables, you are correct. So we do not pronounce "com-for-ta-ble", mm-mm, we say: "comfterble". Okay? So if I wrote this how it's almost pronounced, it almost looks like: "comfterble". Okay? The next word that I hear a lot of students making a mistake with... This is one of my favourite types of food, I hear a lot of students say: "choc-o-late", where they pronounce this "o". In English, we don't pronounce that. We usually say... So we don't say "choc-o-late", which is three syllables; we actually say: "choclate", "chocolate", "chocolate". How many syllables does that have? If you said two, you are correct. It's almost like this "o" doesn't exist. So I want you to repeat after me: "chocolate", "comfortable". Okay, good. Now, the next sound, or... The next word many students mispronounce is this one. First off, they often miss... Mispronounce the "v" sound, which is "veg", "vegetable". Many students say: "veg-e-ta-ble". Okay? So many students think it has four... Four syllables, but in fact, it doesn't. Tell me: How many sounds does this have: "vegetable", "vegetable"? It has three. Okay? So I'm actually going to start writing this. "Comfortable" has two, "chocolate" has two. "Comfortable"... Sorry, "comfortable" has three. Okay? "Vegetable" has three. The next word is another word a lot of students make a mistake with, similar to "chocolate", we have here an "o". We don't pronounce this "o". Okay? So many students say "brocc-o-li", but we don't say "broccoli", we say: "broccli". Okay? So, in this case, it only has two syllables: "brocc-li". Okay? And we will go over these one more time at the end of the video. Okay, very common word here, how many syllables do you think it has? If you said: "in-trest-ing", you are correct, it has three syllables. Many students say: "in-ter-est-ing". "That is very interesting." We don't say it like that. We say: "in-trest-ing". Okay? "In-trest-ing", so this one has three syllables also. Okay, another very common word... Okay, I've used the Canadian/British spelling. If you're an American or an... A speaker of American English, there will be no "u" here. How many syllables do you think this word has? Okay? Let's say it together: "Favourite", "favourite". How many did you hear? If you said: "fav-rite", and you heard two syllables, you are correct. We do not say: "fav-our-ite", mm-mm, we say: "fav-rite". Okay? Okay, here's another one a lot of students make mistakes with, many students will say: "temp-er-a-ture", but we don't say it this way. I want you to listen carefully, and choose: How many syllables are there in this word? "Tem-pra-ture", "temperature". "Tem-pra-ture". Okay, so there are three syllables in this one.
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